Team/group

Learning
MADE BY – SNEHIL AHIRWAR -
1120202149
TABLE OF CONTENTS

INTRODUCTION Research Method

01 What is research and 02 Different methods
research paper? used for research.

RESULT CONCLUSIONS
03 Result of the research 04 You can describe the
topic of the section
conducted.
here
 ABSTRACT
The main aim of this research paper is to discuss Team learning
behaviour which is found to be one among the foremost effective team
processes, as learning behaviour 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 behaviour
is taken into account a critical accelerant for creating conditions that
are essential to interact in team learning behaviour, like a secure
environment. Yet despite the growing amount of research in team
learning, this relationship remains unclear. Meta-analytic techniques
were wont to examine when team leadership behaviours support team
learning behaviour and the way the task type moderates that
relationship. Forty-three empirical studies reporting 92 effect sizes
were synthesized. Analyses show that team leadership behaviour
explains 18% of the variance in team learning behaviour. 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.
 INTRODUCTION
What is research ?
Research is "creative and systematic work undertaken to increase the stock of knowledge". It
involves the collection, organization, and analysis of information to increase understanding of a
topic or issue. A research project may be an expansion on past work in the field.
What is research paper?
A research paper is an expanded essay that presents your own interpretation or evaluation or
argument. When you write an essay, you use everything that you personally know and have
thought about a subject.
What is team?
A team is a group of individuals working together to achieve their goal. As defined by Professor
Leigh Thompson of the Kellogg School of Management or team is a group of people who are
interdependent .
What is learning?
Learning is the process of acquiring new understanding, knowledge, behaviors, skills, values,
attitudes, and preferences. The ability to learn is possessed by humans, animals, and some
machines; there is also evidence for some kind of learning in certain plants.
 Research Method
Different flowcharts for identified and included studies, and contains several approaches to identifying relevant published and
unpublished empirical studies (White, 2009). the most search was conducted in February 2017 and included nine different electronic
bibliographic databases, which together covered multiple disciplines (e.g., economics, education, management, medicine, psychology,
and sociology) and encompassed different source types (e.g., academic journals, dissertations, and books).
I have used the subsequent search terms (searching all fields and every one years): team combined with team learning or sharing or co-
construction or constructive conflict or boundary crossing or team reflexivity or team activity, combined with team leadership or
leadership.
Using an equivalent search terms, papers not yet published were identified by manually searching conference presentations between
2013 and 2017 for the Academy of Management (AoM), European Association for Research on Learning and Instruction (EARLI),
European Association of labor and Organizational Psychology (EAWOP), and therefore the Interdisciplinary Network for Group
Research (INGRoup). Five relevant presentations were found (1 AoM, 3 INGRoup, 1 EAWOP); four papers (three of which were
published) were received upon request, and one extra unique paper was attached by one among the contacted authors. additionally ,
INGRoup’s network was invited to send additional unpublished work, leading to no further potential studies. Accordingly, this manual
search identified six additional studies, leading to a complete of 1,974 identified studies.
 Selection Criteria

Qualitative and quantitative studies were included during this meta-analysis (White, 2009). Criteria for exclusion were as follows:
(a) nonempirical; (b) review article; (c) no team(s) involved1 (e.g., communities, groups, staff, firms, individuals, followers, minorities,
organizations, networks, collaborations) (d) no mention of team learning or no fit the definition of team learning, sharing, co-construction,
constructive conflict, reflexivity, activity, and/or boundary crossing (team processes/outcomes like creativity, effectiveness, mental models,
innovative behavior, problem solving, discourse, conflict, culture, dynamics, team building, collaboration, commitment were excluded);
(e) no mention of leadership or team leadership; (f) not many empirical analysis of the influence of (team) leadership on team learning; (g)
news items; (h) empty records; (i) nonavailable sources; (j) conference abstracts found within the first approach; and (k) studies written
during a language aside from English. Next, it appeared that some studies reported an equivalent sample
RESPONSE FROM MNC AND NGO’s
REGARDING TEAM LEARNING

● Combining unique perspectives from each team member

creates more effective selling solutions
Dependability. Team members get things done on time and
meet expectations.
● Structure and clarity. High-performing teams have clear goals,
and have well-defined roles within the group.
● Meaning. The work has personal significance to each member.
● Impact.
RESULT:
I have Exhibit a data which provides a quick description of every will be presented
following the three analyses for testing each of the hypotheses:
(a) an overall analysis on the main effect of team leadership behavior on team learning
behavior ,
(b) subgroup analyses to gage the effect of specific team leadership sources and styles ,
and
(c) moderator analyses on how task type moderates the effect of each team leadership
behavior on team learning behavior
Finally, the qualitative results will be presented in three categories: (a) person-focused
team leadership behavior, (b) task-focused team leadership behavior, and (c) a
combination of both.
● Quantitative Results

Overall effect of team leadership behavior on team learning behavior

Qualitative Results

The first category indicates that person-focused leadership fosters learning by encouraging, modeling,
empowering, and controlling power differences in teams with adaptive and developmental tasks. Also we
showed that for adaptive tasks, transformational leadership behaviors encouraged contributions and inspired
team members to push their boundaries. In turn, teams were ready to create new ideas collectively.
Furthermore, combining consideration and empowering leadership behaviors fostered team learning for
adaptive tasks because these leaders maintained close social relationships, and build respect, trust, and group
cohesion. They encouraged speaking up by modeling and asking feedback themselves and showing the way to
ask feedback. Their actions encouraged the teams’ self-managing competencies and leadership skills. For
developmental tasks, however, Also empowering teams only benefits team learning if the team leaders were
ready to use their power to regulate or regulate the facility differences in their teams. Hence, all team members
were equal and had the collective power to manage the team and have interaction in learning behaviors. If the
facility differences weren't controlled, the foremost powerful person or the team member with the very best
status dominated the team, which hindered team members’ reflection and actions.
The second category implies that task-focused leadership for learning in teams with adaptive tasks features a limit. We could also
see that for teams with adaptive tasks, transactional leadership supported team learning behaviors because it provided structures
and procedures, and subsequently reinforced building routines. WE also revealed that for teams with adaptive tasks, team leaders
could also overstructure work processes, which inhibited team learning. Moreover, they showed that if team leaders didn't involve
team members in deciding , or shared the facility on team goals and actions, team trust (in one another and therefore the refore the
leader) decreased and the motivation for team learning vanished.
The third, and final, category suggests that combining person-focused and task-focused leadership behaviors benefits learning in
teams with adaptive and developmental tasks. Many readers who combined person-focused and task-focused leadership behaviors.
For teams with adaptive tasks, It showed that if these considerate and initiated structure behaviors were absent, it negatively
influenced team learning. Few more observed that if team leaders did not provide a shared team goal, it made team members less
interdependent, and therefore they did not feel the need to share knowledge and to seek disagreement for the sake of building new
knowledge.
CONCLSUION
● We meta-analyzed how and under which conditions team leadership behavior powers team learning
behavior. Three key findings appeared. First, the most analysis shows that team leadership behavior had a
considerable positive influence on team learning behavior, because it explained 18% of the variance in team
learning ). This overall effect of leadership confirms earlier claims that leadership may be a crucial factor
for facilitating team learning In sum, we conclude that team leadership behavior is important to support
team learning and our findings contribute toward understanding when. Team leadership powers team
learning through person-focused and task-focused behaviors exhibited by one leader and by team members.
This involves leadership behaviors like building trust and relations, empowering and challenging team
members, and structuring teams’ tasks and goals. it's suggested that this process shouldn't be overstructured;
team members should feel they're on top of things of, for instance , the project design and deciding .
additionally , team leaders can vary their behavior counting on the team task: If team leaders aim to foster
development in their teams, our findings suggest they ought to mainly invest within the team members, and
not restrain teams from learning by emphasizing their tasks.
THANK YOU!