Effect Of Team Learning Research Articles

Team learning in interdisciplinary research teams: antecedents and consequences

PurposeTeam learning is critical to interdisciplinary research teams (IDR teams) to use heterogeneous knowledge effectively. Nevertheless, team learning is rarely addressed in the IDR team literature. Also, few studies investigate the antecedents and consequences of team learning in IDR teams, leading to a lack of guidance for management practices. This study aims to investigate how team learning can be developed and how team learning influences team outcomes in IDR teams.Design/methodology/approachA questionnaire survey on 304 members of 37 IDR teams in a research university in China is conducted. Data are analyzed using a partial least square structural equation modeling.FindingsThe results support most hypotheses in general. For the antecedent variables, task interdependence, trust and constructive conflict positively affect team learning. For the outcome variables, team learning improves shared mental models, coordination quality and team performance significantly. Additionally, task uncertainty positively moderates the team learning-coordination quality relation and team learning-team performance relation. However, this paper does not find support for the moderating role of task uncertainty on the team learning-shared mental models relation.Originality/valueTo the best of the knowledge, this is the first study investigating the antecedents and consequences of team learning in IDR teams. A multidimensional measurement of team learning for the IDR team context is developed. This study investigates how team behavioral factors influence team learning and the effect of team learning on shared mental models, coordination quality and team performance. This study also explores the contingency role of task uncertainty in the effects of team learning.

Efficacy Verification of Team Learning Satisfaction, Problem Solving Ability, and Communication Ability of Problem Solving Process Classes Applying Action Learning, Problem-Based Learning, and Mentoring

The purpose of this study was i) to design a teaching and learning model for PSP class to which AL, PBL, and Mentoring are applied, ii) implement the model to verify the effects of AL’s on team learning, iii) analyze the enhancement of problem solving ability through PBL and iv) review development of communication skills through mentoring. The effect of team learning, improvement of problem solving ability within PBL, and improvement in communication through mentoring was verified through comparison of results from quantitative pre- and post-tests. Data was collected two times in the form of a questionnaire for 62 students at the beginning and at the end of the first semester of 2020. A paired samples t-test was among the methods of average comparison on the SPSS 18.0, used to determine differences in team learning satisfaction, problem solving ability, and communication skills based on experiences in AL, PBL, and Mentoring. The results of the test verified the efficacy of PSP class to which AL, PBL, and Mentoring were applied.

Factors affecting effectiveness of team learning of college students and their relationship

Objective To explore the key antecedent variables of team effectiveness and their correlation. Methods The stratified cluster random sampling was conducted to recruit 133 college students from a university in Fujian Province. Results (1)Communication and back up behaviors were positive predictors of team grade (β=0.645, 0.315, P<0.01)and satisfaction degree of team members (β=0.305, 0.309, P<0.01). Free riding had negative influence to the satisfaction of team members (β=-0.392, P<0.01). (2)Accuracy of tusk cognition and tusk concern were positively related to team performance (β=0.513, 0.470, P<0.01), and accuracy of tusk cognition and team efficacy were predictors of satisfaction of team members (β=0.502, 0.373, P<0.01 ). (3)Team process variables mediated the relationship between team mental model and team effectiveness. Conclusion Antecedent variables include team process variables and team mental model.Between team mental model and team effectiveness, the team process variables play a mediating role. Key words: Team learning; Team process; Team mental model

Framework for Optimizing Team Performance and Project NPV: Enhancing the Probability of Success by Team Alignment

This study addresses a gap in enterprise risk management related to project team performance. Poorly functioning teams may severely erode project net present value (NPV). The erosion of project NPV can be quantified in terms of probability of success (POS). In the oil business POS is based on success criteria for likelihood that exploration efforts for oil & gas prospects will realize the EMV for those assets. Similarly, POS in team work and negotiations is based on success criteria for the likelihood that cooperation between team individuals will be able to deliver the maximum value for the project. Practical rules are formulated to support teams and team leaders in their efforts to optimize the alignment of team members in order to enhance the team’s effectiveness. The probability of success (POS) is split into three fundamental factors of alignment: PCulture , PSkills and PGoals. The dynamic effect of team learning on team alignment is graphed as the Cumulative POS. The cost of failure is graphed for a range of POS values, and visualizes the impact on the EMV of extra Team OPEX, each normalized by the project NPV. Applications are possible in all kinds of functional teams, including change management teams that need to build coalitions to effectuate lasting change. The interaction between members of engineering and other professional teams has been studied intensively, but the expression of team performance in numbers as quantified here is a new direction.

Evaluation of Team Learning in Expressway Projects

Four factors which are connected with effectiveness of team learning were defined, and they were motivation of knowledge learning, ability of knowledge transfer and sharing, methods of knowledge learning and system of knowledge learning respectively. Evaluation model of team learning in expressway project was established. Based on this model, weights and values of each secondary level index were determined with Delphi method. Using the weighted average method, evaluation values of four first level indexes were calculated, which were drawn in radar chart. In order to seek the worst result, radar chart should be adjusted, and final evaluation result of knowledge learning was ascertained by calculating the minimum area of polygon. Taking YR expressway project as an example for positive analysis, evaluation and result analysis of team learning was carried out.

INTERNET-BASED TECHNOLOGY USE AND NEW PRODUCT TIME-TO-MARKET: THE MODERATING EFFECT OF PRODUCT INNOVATIVENESS

The aim of this study is to investigate the impact of Internet-based technology (IBT) use during a new product development (NPD) project on new product time-to-market. It is hypothesized that (1) IBT use has a positive impact on new product time-to-market (2) this impact is both direct and indirect (3) the indirect impact of IBT use on product time-to-market is achieved through improvement of communication quality, effectiveness of team learning and level of team integration (4) the strength of these relationships is moderated by the product innovativeness. In order to test the hypotheses, data from 278 NPD projects conducted by Canadian and American manufacturing companies were collected and analyzed. IBT use was found to be a significant contributor to communication quality, effectiveness of team learning, level of team integration and new product time-to-market. Additionally, the results indicate that the relationships are stronger for projects developing highly innovative products as opposed to less innovative products.