What drives team learning: core conditions and paths

IF 2.1 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Workplace Learning Pub Date : 2023-01-05 DOI:10.1108/jwl-06-2022-0079

M. Pinheiro, T. Rebelo, P. Lourenço, I. Dimas

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引用次数: 1

Abstract

Purpose The purpose of this study is to analyze the configurational effect of transformational leadership, team conflict, team cohesion and psychological safety on team learning. Design/methodology/approach The questionnaire and two different data sources (team members and team leaders) were used as data collection strategy. Based on a sample of 82 teams, qualitative comparative analysis in its fuzzy set variant was used to test the model. Findings The findings of this study reveal that three important paths explain team learning: the presence of transformational leadership, task cohesion and psychological safety with the absence of relationship conflict; the presence of transformational leadership, social and task cohesion and psychological safety; and the presence of transformational leadership, social and task cohesion with the absence of relationship and task conflict. Originality/value Overall, the findings suggest that the presence of transformational leadership, team cohesion and psychological safety and the absence of conflict are important conditions for team learning to occur, as well as that more than one configurations of antecedent factors drive team learning.

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驱动团队学习的因素:核心条件和路径

目的本研究旨在分析变革型领导、团队冲突、团队凝聚力和心理安全对团队学习的配置效应。设计/方法/方法使用问卷和两个不同的数据源(团队成员和团队领导)作为数据收集策略。以82个团队为样本，采用模糊集变量的定性比较分析对模型进行检验。研究发现:变革型领导、任务凝聚力和心理安全的存在与关系冲突的缺失是解释团队学习的三个重要路径;变革型领导的存在、社会和任务凝聚力与心理安全;变革型领导、社会凝聚力和任务凝聚力的存在与关系和任务冲突的缺失。总体而言，研究结果表明，变革型领导、团队凝聚力和心理安全感的存在以及冲突的不存在是团队学习发生的重要条件，并且驱动团队学习的前因因素不止一种配置。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Workplace Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.60

自引率

10.50%

发文量

期刊介绍： The Journal of Workplace Learning aims to provide an avenue for the presentation and discussion of research related to the workplace as a site for learning. Its scope encompasses formal, informal and incidental learning in the workplace for individuals, groups and teams, as well as work-based learning, and off-the-job learning for the workplace. This focus on learning in, from and for the workplace also brings with it questions about the nature of interventions that might assist the learning process and of the roles of those responsible directly or indirectly for such interventions. Since workplace learning cannot be considered without reference to its context, another aim of the journal is to explore the organisational, policy, political, resource issues and other factors which influence how, when and why that learning takes place.