Team Learning Research Articles

The impact of knowledge management on team learning: an empirical study in public enterprises

Purpose The purpose of this study is to explore the impact of knowledge management (KM) practices (knowledge creation, knowledge storage, knowledge transfer and knowledge application) and demographic and occupational factors on team learning (TL) in public enterprises in Jordan. Design/methodology/approach A convenient random sample of 389 employees working in 52 various functional teams in the Jordanian public enterprises completed a self-administrated questionnaire. Descriptive statistics, confirmatory factor analysis and hierarchical regression analysis were used to analyze the data and test the proposed hypotheses. Findings The results of this study showed that KM practices explained an additional 53% of the variance in TL above the 9% variance explained by the demographic and occupational factors (i.e. gender, work experience, age, education, occupational position, team size and participation in training on KM and TL). Notably, in the absence of the effects of KM dimensions, work experience, age, team size and “participation in training on KM and TL” were significant predictors of TL. However, after including the effects of KM dimensions in the regression analysis, only the participation in training variable, along with the KM dimensions, remained significant predictors of TL. Practical implications This study contributes to public enterprise administration by highlighting the importance of KM practices in nurturing a healthy TL climate that can ultimately enhance job performance and organizational success. Originality/value To the best of the authors’ knowledge, this study is one of the few studies in the Arab world that examines real functional teams to understand the role of KM in enhancing the practice of TL.

A formal and integrated approach to engineering machine learning processes: A method base for project management

Enhancing project management (PM) for machine learning (ML) requires structured acquisition and application of PM knowledge. However, significant differences exist between managing ML-enabled software products (MLESP) and traditional software products (TSP). In modern tool-centric ML environments, creating a method base to support team learning and knowledge management is challenging. Studies also show that a “one-size-fits-all” approach to PM can fail to meet diverse team and organizational requirements. Indeed, the main challenge is capturing, storing, and reusing tacit knowledge on PM methods, processes, tasks, and tools for ML. The experimental, data-driven nature of ML may often lead to ad hoc processes, complicating integration with traditional software lifecycles. Therefore, tailoring a PM method for MLESP becomes critical. This study uses a mixed research approach combining Design Science Research (DSR), PM, Method Engineering (ME), and Process Algebra (PA). Key outputs include an ME framework for PM, a method base for ML, and a hybrid ML PM method tailored for Baskent University Hospital Ankara (BUHA). A use case-based scenario analysis technique validated the requirements phase of the hybrid ML PM method in the context of BUHA. The proposed approach can offer comprehensive, yet pragmatic and adaptable solutions as it blends the strengths of ML, PM, ME, and PA knowledge domains. Moreover, PA contributes formal and mathematical foundations for specifying and validating PM methods and tailoring processes. This study has the potential to contribute not only to ML PM and BUHA but also to advancing process management within the mission and safety-critical domains like healthcare.

Promoting team learning in schools: considering the role of team-based HRM practices (THRM)

Schools worldwide are implementing team structures as means to cope with ever increasing and changing demands, such as more diverse student population and calls for digitalization. For teams to be effective, team learning is needed. However, research shows that this requires a dramatical change in teachers’ attitude and behaviour. The current study examines to what degree and how Team-based Human Resources Management (THRM)—referring to HR practices targeted at enhancing teachers’ abilities, their motivation and opportunities to engage in team learning—can stimulate team learning within teams, specifically teachers’ engagement in information processing and boundary crossing. Analyses of three waves of survey data, among over 600 teachers working in Dutch institutions for vocational education and training, show that THRM indeed contributes to team learning. Not all but specific THRM practices – e.g., acknowledging individuals’ contribution to team achievements - were positively related to the initial levels of team learning and both forms of team learning appeared to reinforce change in the other. THRM practices thus indirectly affected change in team learning by activating the initial levels of each learning activity. The findings conclude with theoretical implications and formulate practical recommendations for school leaders.

Balancing anarchy and efficiency: partial team formations and learning in potential games

Balancing anarchy and efficiency: partial team formations and learning in potential games

The Emergence of Collective Cultural Intelligence in Teams in Multicultural Contexts: A Dynamic Perspective

What makes a team culturally intelligent is under-studied. To address the gap in the literature and enhance the understanding of the dynamic nature of teams in multicultural contexts, we introduce a novel concept – team-level collective cultural intelligence – to explain how teams develop a collective property that helps them deal with cultural diversity more effectively. Integrating the literature on cultural intelligence, multicultural teams, and emergent states, we propose that collective cultural intelligence arises from the cultural intelligence of individual team members through their interactions, which involves team learning. This emergent process is contingent on the cultural diversity and power disparity within the team, as well as the specific characteristics of team learning that occurs. Collective cultural intelligence enhances team performance in multicultural contexts and members’ individual cultural intelligence.

Strengthening Large‐Scale Agile Teams: The Interplay of High‐Quality Relationships, Psychological Safety, and Learning From Failures

ABSTRACTAgile methods have become a standard practice within software industry, with organizations increasingly adopting large‐scale agile (LSA) frameworks. However, as these frameworks are implemented across multiple teams and organizational functions, new challenges emerge, particularly in maintaining alignment, coherence, and collaboration across teams. One crucial element in addressing these challenges is fostering of a culture of continuous learning and psychological safety, with the objective of optimizing team performance and ensuring project success. Despite the importance of this topic, there is a significant gap in existing literature regarding antecedents of psychological safety and its impact on team learning and performance in LSA environments. This study aims to investigate impact of high‐quality relationships and psychological safety on learning from failures and, consequently, on team performance in LSA context. An online survey of 167 software professionals in Sweden was conducted to test a conceptual model that is developed based on existing literature. The hypotheses were analyzed using partial least squares structural equation modeling. The results demonstrate strong positive correlation between the presence of high‐quality relationships, psychological safety, and capacity to learn from failures and team performance. Specifically, the formation of high‐quality relationships has been demonstrated to significantly enhance psychological safety, which in turn facilitates learning from failures and leads to improved team performance. These findings offer valuable insights for both practitioners and researchers, highlighting the importance of cultivating relational dynamics and a psychologically safe environment in LSA projects. Furthermore, the study offers guidance for future research, regarding the scalability and generalizability of these findings.

A survey of team culture and learning organization in the resuscitation of neonates with congenital anomalies: a single center experience

A survey of team culture and learning organization in the resuscitation of neonates with congenital anomalies: a single center experience

A lack of impact of pedagogy (peer-led team learning compared with didactic instruction) on long-term student knowledge of chemical equilibrium

Peer-led team learning is a socially mediated pedagogy where trained peer leaders, students who have completed a course, return to lead students in groups within a targeted course. The effect of peer-led team learning to improve student success in chemistry has been extensively documented but it is unclear if it is just as effective at facilitating retention of knowledge across time. This paper describes two studies designed to examine this possibility, each focusing on the impact of peer-led team learning in second-semester general chemistry on students’ long-term knowledge of chemical equilibrium. The first study measured student knowledge at three time points for one year following enrollment in general chemistry. The second study measured student knowledge while enrolled in analytical chemistry. Both studies used a repeated measures design and found no demonstrable effect of pedagogy on the long-term retention of knowledge. This finding indicates that concepts students hold in first-year chemistry remain long-standing throughout their undergraduate training, conceptual understanding of equilibrium shows ample room for improvement across both pedagogies, and peer-led team learning supports knowledge retention comparable to didactic instruction.

Software Reliability Growth Model Considering Imperfect Debugging and Fault Removal Efficiency

ABSTRACTSoftware reliability is a critical metric for determining the readiness and quality of software products before release. In this study, a software reliability growth model (SRGM) is proposed that integrates imperfect debugging and fault removal efficiency to better reflect real‐world testing environments. The model accounts for the possibility of introducing new faults during debugging and adjusts the fault removal process based on the testing team's efficiency and learning progression of the testing team. Furthermore, an optimal software release time is derived by considering various costs, including testing, debugging, warranty, and reputation, with the required reliability levels. The proposed model is validated using two widely adopted datasets, demonstrating consistently superior performance compared to several existing models. This model offers a valuable tool for researchers in software reliability, providing a more accurate representation of debugging processes, and facilitating more informed decisions regarding optimal software release timing.

Enhancing Wellbeing in Emergency Department Allied Health Care Coordinators: A Multifaceted Intervention Approach

This practice note outlines a structured, team-based intervention to address clinician burnout within a metropolitan Care Coordination team within one health organisation. This twelve-month project (April 2023–2024) was implemented in collaboration with Safer Care Victoria (SCV), utilising the Institute of Healthcare Improvement’s (IHI) Joy in Work (JIW) framework aiming to improve clinician wellbeing and burnout. Strategies included a wellbeing survey adapted from the Mini Z survey, What Matters to You (WMTY) clinician interviews, and the impact-effort matrix prioritisation tool. This approach targeted burnout drivers and establish a sustainable framework for employee support by emphasising feedback, high-impact interventions, and resilience through collaboration. Targeted interventions like reviewing orientation documents, team learning sessions, and updating clinical resources led to a decrease in the team’s mean Mini Z, scores of perceived burnout. Challenges during implementation highlighted the need for a toolkit to support this project in other settings where knowledge of quality improvement methodology may be limited. The initiative established a potential replicable model for addressing burnout, though its broader effectiveness remains under evaluation.

Impacts of Intentional Team Formation on Learning in Online and Face-to-Face Environments

This study assesses the impact of intentional team formation and class format on student learning outcomes in a team-based learning agricultural statistics class. From 2019 to 2021, students (n = 124) were sorted into teams based on Clifton’s strengths and demographic attributes. So-called “diverse” teams have all strengths represented in addition to having at least one historically under-represented minority (URM) and at least two genders; “not-diverse” teams were missing representation from each strength, URM, and/or gender. The class was taught using team-based learning with face-to-face and online team learning sections. In these teaching paradigms, the lectures were viewed asynchronously, whereas team-learning was facilitated in a face-to-face setting or in an online zoom meeting. A difference-in-difference approach elicited differences in peer evaluation, team satisfaction, and grades based on the team formation treatment, the class format treatment, and the simultaneous team formation and class format treatments. The results of the study suggest that intentional team formation has little impact on most metrics; however, diverse teams do have lower team-learning scores and perceived team performance. The class-format has a large impact on almost all metrics implying that instructors should take more time considering class format rather than group composition in team-based learning.

Change on the Brain? The Neuroscience of Organizational Transformation

True transformations aim to change the core identity of an organization, are often disruptive, and rarely result in their intended outcomes. The objective of this paper is to propose a theoretical approach for more effective transformations via the syntheses of emerging findings in managerial science, organizational psychology, and social cognitive neuroscience. The authored conducted a literature review of traditional methods and the application of neuroscience to organizational transformation, proposing that consideration to leader and employee neuroanatomy can significantly impact transformation success. The emergent five-phase approach - Exploration & Discovery, Surfacing & Co-Creation, Enablement & Prioritization, Implementation, and Empowerment - integrates practices informed by neuroscience to enhance leadership alignment, employee engagement, and change sustainability. By focusing on activities such as vision alignment, co-creation, and leadership development, the approach seeks to optimize brain functions related to trust, motivation, and adaptability. Neuroscientific concepts like neural synchrony, hormone and neurotransmitter release, and specific neural circuit activations are utilized to improve team dynamics, decision-making, and learning. This neuro-informed approach challenges conventional practices by emphasizing co-creative solutioning with employees, piloting programs, and empowering middle managers to lead transformation efforts. Data from case studies demonstrate significant improvements in employee experience and sustainable shifts in organizational behavior. The paper concludes with a call for further research to solidify the emerging intersection of neuroscience and organizational transformation.

Perceived Individual Team Member Value Creation in In-Class Permanent Teams. Analysis of evidence from individual peer reviews in a Team-Lecture Hybrid instructional strategy.

This study analyzes individual peer review assessment data in order to understand the following: contributions of individual team members to in-class permanent team outcomes; social loafing and loss of social interdependence among team members; and the achievement of the Team Lecture Hybrid(TLH) instructional strategy learning outcomes in a team learning environment. A value creation theoretical framework was used to assess perceived value creation in 952 statements recorded in 341 intra-group assessment narratives from 127 students in 28 in-class permanent teams across 11 courses. Participants were drawn from public affairs, leadership, and healthcare administration courses, in two US institutions of higher learning from January 2012 to May 2016. Fifteen emerging themes organized under four predetermined domains including preparednesss (14.3%), contribution to productivity (53.4%), respect for others (13.8%), and flexibility (18.1%; and one emergent domain including teacher contribution (1.15%); revealed the following about individual performance: 1. either added to, or subtracted from collective team performance; 2. were empirically aligned with four value creation cycles in the value creation conceptual framework; and 3. advanced four expected student learning outcomes. Social loafing and loss of social interdependence was identified in team member interactions and they interfere with student learning outcomes. Permanent team members desired and expected the following five attributes from their team members: 1. to be prepared for project activities; 2. to contribute substantially or intangibly to team productivity by sharing knowledge, having good work habits, improving the team product, and helping with leadership and coordination; 3. to be respectful of others;4. to seek consensus and comprise; and 5. to show flexibility in their interaction with others They also see their teacher as an intangible resource in the permanent team who provides knowledge, moral leadership, structure, and mentoring. Instructors and student should consider these findings when they participate or facilitate learning activities in in-class permanent teams.

PULSE Ambassadors program: empowering departments to transform STEM education for inclusion and student success.

The Partnership for Undergraduate Life Sciences Education (PULSE) is a non-profit educational organization committed to promoting the transformation of undergraduate STEM education by supporting departments in removing barriers to access, equity, and inclusion and in adopting evidence-based teaching and learning practices. The PULSE Ambassadors Campus Workshop program enables faculty and staff members of host departments to 1) develop communication, shared leadership, and inclusion skills for effective team learning; 2) implement facilitative leadership skills (e.g., empathic listening and collaboration); 3) create a shared vision and departmental action plan; and 4) integrate diversity, equity, and inclusion practices in the department and curriculum. From the first workshop in 2014, teams of trained Ambassadors conducted workshops at 58 institutions, including associate, bachelor, master, and doctoral institutions. In their workshop requests, departments cited several motivations: desire to revise and align their curriculum with Vision and Change recommendations, need for assistance with ongoing curricular reform, and wish for external assistance with planning processes and communication. Formative assessments during and immediately following workshops indicated that key outcomes were met. Post-workshop interviews of four departments confirm progress achieved on action items and development of individual department members as agents of change. The PULSE Ambassadors program continues to engage departments to improve undergraduate STEM education and prepare departments for the challenges and uncertainties of the changing higher education landscape.

Unveiling the mechanisms between project manager leadership competencies and team performance: an empirical study

Purpose This study aims to explore the influence of construction project manager competencies on team performance, using structural equation modeling (SEM) within the framework of social information processing theory. It investigates the multidimensional nature of project manager competencies and their impact on team processes and outcomes. Additionally, the study examines the mediating role of team processes in the relationship between competencies and team performance. Design/methodology/approach Drawing on data collected from 483 construction professionals in China, this study uses SEM to analyze the relationships among project manager competencies, team processes and team performance. Findings The results demonstrate a significant and positive effect of competencies on team performance. Specifically, task-related competencies directly contribute to performance, while people-related competencies enhance leader-member relations, and self-related competencies exert a gradual, cumulative influence. Moreover, the research confirms a three-factor competency structure and elucidates the nuanced mediating roles of team learning, monitoring and climate in the competency-performance relationship, shedding light on how specific competencies affect different stages of team development. Originality/value This study contributes to project management literature by applying social information processing theory to elucidate how project managers influence team cognition through competencies. From a practical standpoint, it advocates for a competency-based approach to project manager selection and training, aiming to enhance team performance. Overall, this research advances the understanding of the intricate interplay between project manager competencies and team performance, using SEM and a theoretical perspective rooted in social information processing theory.

사회복지학 전공 대학생의 팀 기반 학습(TBL) 과정에 관한 질적 연구

This study is a qualitative study for the holistic understanding of the Team-Based Learning (TBL) process conducted in social welfare subjects. By examining the research participants' perceptions through their practical experiences with TBL, this study aims to derive suggestions necessary for the instructional design and implements of TBL conducted for their major subjects. The data collection conducted a team-by-team interview with 24 students who took the "Social Welfare Administration Theory" subject(2nd semester of 2022), at department of social welfare in J university. TBL was conducted 13 times in this class. In the data analysis, the raw data was analyzed using open coding and categorization based on abstract meaning units. As a result of the analysis, 8 categories and 18 subcategories were derived. The TBL process was in the initial, middle, and terminal stages. At the initial stage, themes such as ‘felt pressured with TBL’, ‘spontaneous and horizontal team building’, and ‘time management-based team learning activities in class’ were derived. At the middle stage, ‘discovering the value of applying knowledge’, ‘recovering relationships due to the covid-19’ and professor's ‘scaffolding that suggested directions’, ‘team interaction of adjustment and compromise’ were derived. At the terminal stage, the students were able to outcomes ‘learning results that would not have been possible on their own’. Based on this, we make the following suggestions. Firstly, it requires creating an spontaneous atmosphere, secondly, building up relationships among team members, and finally, needing appropriate scaffolding which providing a guide.

Diversity of collectivist value and innovative trait in teams: team learning and training implications

Drawing on social identity theory and action regulation theory, this study investigates how team diversity influences team performance, as the role of such diversity in shaping team performance has been relatively understudied. Empirical analyses are conducted using data from marketing-related work teams in a large industrial zone in northern Taiwan. The results indicate that team commitment positively moderates the relationship between diversity in innovative traits and team performance, while team reflexivity negatively moderates the relationship between diversity in collectivistic values and team performance. Finally, the study presents research findings, implications and practical recommendations for training based on the statistical test results.

ТЕХНІЧНА КУЛЬТУРА МЕНЕДЖЕРІВ СТРАТЕГІЧНОГО ПЛАНУВАННЯ Й РОЗВИТКУ В ОРГАНІЗАЦІЯХ: ТЕОРЕТИЧНІ ТА МЕТОДИЧНІ АСПЕКТИ

Strategic planning involves defining the organization’s long-term goals and ways to achieve them through the development and implementation of strategies. In the military sphere, strategic planning managers play a key role in ensuring the efficient use of military resources, achieving national defense goals, and responding to possible threats. The article reveals that technical culture is a set of knowledge, skills, values and practices related to the effective use of technologies, technical means and methods in professional activities. It includes not only knowledge of technical aspects, but also the ability to apply them rationally, improve them, and integrate them into work processes. Technical culture reflects the level of technical awareness, innovation and ability to adapt to new technological challenges. The technical culture of strategic planning managers encompasses a set of knowledge, skills, and values that allow effective use of modern technologies and tools to make reasonable decisions in strategic management. Among the components of technical there is the ability to analyze data, innovate, and coordinate resources to achieve the goals of the organization. The aim of the article is to reveal the theoretical and methodological aspects of formation and development of technical culture of strategic planning managers, its essence and content. The methodology of the study is based on an integrated approach that combines several research methods for a comprehensive analysis. The main components of such a methodology involve the analysis of scientific and educational sources related to technical culture, strategic planning and management of organizations; obtaining information about the essence and content of technical culture; identifying traditional and innovative forms and methods of formation and development of technical culture; generalizing the data obtained, making conclusions about the impact of managers’ technical culture on strategic planning. Conclusions. Effective formation of the technical culture of strategic management managers in higher education institutions can be achieved through interactive forms of learning, such as simulation games, project-based learning, and gamification. The use of methods such as flipped learning, adaptive learning, and cross-disciplinary teams helps engage students and develop their analytical and technological skills. Such approaches provide the practical experience needed to successfully integrate technology into strategic management. Key words: technical culture, strategic management managers, higher education institutions, interactive forms of learning, innovative teaching methods, strategic planning.

Clinical team debriefing post-critical events: perceptions, benefits, and barriers among learners.

Clinical team debriefings (TD) following critical events are pivotal in promoting team learning and enhancing patient outcomes. Despite their importance, perceptions and practices surrounding these debriefings remain under-researched. The purpose of this study was to explore learners' perceptions and experiences regarding debriefing practices, investigate correlations or discrepancies within those perceptions and experiences, and identify recommendations and potential practice improvements for clinical educators. This was a cross-sectional anonymous survey of healthcare professionals, including medical students, medical residents, nursing students, and respiratory therapy students. The survey was sent to respiratory therapy programs, nursing programs, internal and emergency medicine and pediatric residency programs in southern California and Michigan. The variables surveyed included demographics, team debriefing experience, code experience, TD perceptions, emotional status, cognitive load, and the benefits and barriers of conducting post-code TD. Emotional status and cognitive load were assessed using validated surveys by Paas et al. and Barrett and Russell. Of the 184 participants, 56% (n = 104) were female. The mean cognitive load was 6.14 ± 1.6. A notable negative correlation was found between mental effort in recent real code experiences and emotional scales: "tense: calm" (r = -0.210; p = 0.018), "nervous: relaxed" (r = -0.234; p = 0.008), and "stressed: serene" (r = -0.258; p = 0.004). While 68.5% had attended a cardiopulmonary arrest event, only 34.9 had TD after their most recent code, and only 48.4% reported ever having a post-code TD. Notably, nurses (75.4%) and attending physicians (73.8%) predominated these debriefings. Debriefings averaged 9.30 min (SD = 7.30) with a median of 6 min. The most recognized benefits were identifying areas of systems/process improvement and promoting teamwork and solidarity within the code team participants. The most commonly recognized barriers were lack of time and wanting a more senior person to initiate TD. The results of this study show a relatively low TD occurrence despite the high value learners attribute to TD. Addressing this inconsistency requires structured approaches, dedicated time, and an understanding of barriers. Recognizing the significant cognitive and emotional loads on learners further accentuates the need for structured post-event debriefings. Addressing these challenges with multi-disciplinary participation can enhance debriefing outcomes.

Conflict management styles assessment and feedback for student self-awareness and team development

Teamwork skills are foundational for career success and student learning in group projects. One of the major challenges of teamwork involves managing conflict among team members. In the current research, we develop a conflict management styles (CMS) psychometric inventory that assesses students’ levels of the five styles of managing conflict based on the long-standing dual concern model: avoiding, accommodating, dominating, integrating, and compromising. Taking an educational approach, we embed the inventory in an automated web-based system that is freely accessible (www.ITPmetrics.com), and that provides students with developmental feedback upon survey completion. We present psychometric evidence for the new CMS instrument (Study 1), and develop, deploy, and qualitatively evaluate the utility of a workshop for debriefing the CMS results in student learning teams in a large engineering professional development course (Study 2). This second study finds that students reported various learning benefits and overall enjoyment of the experience, along with some suggestions for improvements. Based on this, we offer implications for engineering education, the scholarship of teaching and learning, conflict theory, and future research directions.