Search results

By relying on social learning theory, the authors aim to evaluate how team characteristics as evaluated by a team coach impact participation in leadership development program activities. Specifically, the authors hypothesize that teams with high levels of competence and social support would participate more team and program-wide training activities.

The authors examine 41 teams (266 participants) in a leadership development program and develop a two-by-two matrix to categorize teams based on their underlying characteristics for the purpose of identifying participation differences.

The mixed results indicate how team social support is a key driver for participation in team activities and how team competence is associated with less participation in program-wide activities in a leadership development program.

The results point to the importance of team characteristics when using teams for education and training programs such as leadership development programs. Team characteristics such as team competence and team social support should be considered when building teams and for team facilitation needs during education and training programs that implore teams to enhance learning.

Although the use of teams as an organizing strategy is popular, very little research has examined the effectiveness of this strategy by taking a deeper look at team characteristics and how these impact participation in a leadership development program.

The purpose of this paper is to introduce the concept of team entrepreneurial competence, a team-level construct representing the level of shared abilities toward entrepreneurial activities within a new venture team. A multilevel model of the influence of team entrepreneurial competence and team entrepreneurial experience on the cognitive strategies of team members is developed and tested.

Using a sample of 47 early stage entrepreneurial teams (144 individuals), a set of hypotheses regarding the effect of team entrepreneurial competence on team member reliance on effectual and causal reasoning, together with the moderating effect of team entrepreneurial experience, are tested.

The results provide support for a positive multilevel association between team entrepreneurial competence and the reliance by team members on both causal and effectual reasoning strategies; members of teams with higher entrepreneurial competence and more entrepreneurial experience are more likely to engage in effectuation.

Understanding how team-level predictors and moderators have a role in determining individual effectuation and causation strategies offers promise in advancing effectuation theory.

Teams develop entrepreneurial competencies that transcend those of individual team members; where teams have more collective entrepreneurial experience, the effect on the tendency of individuals to engage in effectual reasoning is enhanced, which can be beneficial in highly uncertain contexts.

The results of this study are a step forward for effectuation theory, as it demonstrates the role of team-level variables in explaining individual causal and effectual reasoning.

The purpose of this paper is to report a study that explores the means through which cognitive power under team learning is exploited for generative learning in order to remain competitive in the challenging business environment and to examine the extent to which various types of teams are used for purposes of generative learning by construction contractors.

To ascertain the significance of cognitive power through various types of teams, a study was undertaken in Malawi, one of the countries in the Sub‐Saharan region. A questionnaire survey was employed to elicit data on the constructs of cognitive power from various types of business teams that were employed by construction contractors.

Using cognitive power under team application as an analytical lens, the research shows that construction contractors displayed low cognitive, social and physical competences in the various types of teams as critical determinants for generative learning. Innovative behaviour of construction contractors correlated positively to the overall physical, social and cognitive competences.

A comparative study of the three preconditions for team generative learning in other developing and developed construction business environments is recommended whose results could further enrich the industry with tools for enhancing innovative behaviour of construction contractors.

The primary implication of the research findings is that construction executives have an additional role of harnessing and managing cognitive power where mission‐pertinent learning and knowledge activities should be nurtured. In practice, it means that the objectives of utilizing various business teams need to be re‐conceptualized.

The article should be valuable to the leader of any construction organisation that is attempting to sustain superior competitive performance in the knowledge economy through effective engagement and utilization of business teams.

This article examines the effect of the customer focus (CF) group of competencies, which includes communication and negotiation skills, on project performance as measured by reaching the internal and the overall budget, the quality, and the deadline goals.

The multiple regression model was based on a dataset from Trimo, an engineering and production company of prefabricated buildings.

The inverted U-shaped relationship of the CF group has been proven to exist with all project goals.

The present study provides a starting-point for further empirical research on the international construction sector, projects, teams, and competence research.

This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

The findings indicate that within leadership development programs, team social support is a key driver for participation in team activities. They also indicate that team competence is associated with less participation in program-wide activities.

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

Collaboration between universities and industry is increasingly perceived as a vehicle to enhance innovation. Educational institutions are encouraged to build partnerships and multidisciplinary projects based around real-world open problems. Projects need to benefit student learning, not only the organisations looking for innovations. The context of this study is a multidisciplinary innovation project, as experienced by the students of an University of Applied Sciences in Finland. The purpose of this paper is to unfold students’ conceptions of the learning experience, to help teachers and curriculum designers to organise optimal conditions and processes, and support competence development. The research question was: How do students in higher professional education experience their learning in a multidisciplinary innovation project?

The study took a phenomenographic approach. The data were collected in the form of weekly diaries, maintained by the cultural management and social services students (n=74) in a mandatory multidisciplinary innovation project in professional higher education in Finland. The diary data were analysed using thematic inductive analysis.

The results of the study revealed that students’ understood the learning experience in relation to solvable conflicts and unusual situations they experienced during the project, while becoming aware of and claiming their collaborative agency and internalising phases of an innovation process. The competences as learning outcomes that students could name as developed related to content knowledge, different personal characteristics, social skills, emerging leadership skills, creativity, future orientation, social skills, technical, crafting and testing skills and innovation implementation-related skills, such as marketing, sales and entrepreneurship planning skills. However, future orientation and implementation planning skills showed more weakly than other variables in the data.

The findings suggest that curriculum design should enable networked, student-led and teacher supported pedagogical innovation processes that involve a whole path from future thinking and idea development through prototyping to implementation planning of the novel solution. Teachers promote deep comprehension of the innovation process, monitor and ease the pain of conflict if it threatens motivation, offer assessment tools and help in recognising gaps in individual competences and development needs, promote more future-oriented, concrete and implementable outcomes, and facilitate in bridging from innovation towards entrepreneurship planning.

The multidisciplinary innovation project described in this study provides a pedagogical way to connect higher education to the practises of society. These results provide encouraging findings for organising multidisciplinary project activities between education and working life. The paper, therefore, has significant value for teachers and entrepreneurship educators in designing curriculum and facilitating projects. The study promotes the dissemination of innovation development programmes in between education and work organisations also in other than technical and commercial fields.

Presents the research frame, methods and results of a study of top team competences in small‐ to medium‐sized enterprises sponsored by the Training and Employment Agency in Northern Ireland. Explores a “postulated” framework of competence using a modified version of repertory grid with 31 successful companies who have a working top team. The results confirmed the framework and give core competences at two linked levels: competence domains, areas of activity regarded as an important focus for performance excellence and competences, integrated sets of behaviour which can be directed towards successful goals achievement within competence domains. Validation of the results is given by the outcomes of follow‐up interviews and the comparison with other work. Holds that the results emphasize a radical insight into the notion of managerial competence in the smaller company.

The paper applies the concept of dynamic capabilities to the field of high reliability organizations and particularly to EU Taranis 2013, an international civil protection exercise.

The paper draws on the multi-level model by Wilkens et al. (Wilkens & Gröschke, 2007; Wilkens, Keller, & Schmette, 2006). In this model dynamic capabilities are based on four dimensions of competence at individual, team, and organizational level. In a survey-based analysis, the paper identifies the four dimensions of competence at the individual and team level in high reliability organizations at civil protection exercises.

The paper demonstrates that Wilkens et al.’s model of four dimensions of competence for analyzing dynamic capabilities can be well transferred to the field of high reliability organizations.

Transferring the competence model of dynamic capabilities to high reliability organizations has created a new field of research. The survey conducted on top executive level symbolizes a pre-test for further empirical studies in high reliability organizations including members on all organizational levels. Further research may also explore particularities of the participating teams and their frames of reference in international civil protection exercises – partly networks, partly bureaucratic systems, etc.

The concept of dynamic capabilities is highly relevant for civil protection, particularly in terms of cross-situational competences. Competences at team level are of crucial importance, because the handling of emergency cases is largely based on the cooperation of teams stemming from different rescue organizations.

This paper aims to investigate the effect of cooperative conflict management on agreement-seeking behavior, agreement-seeking behavior on decision outcomes, moderating role of competence-based trust on the relationship between agreement-seeking behavior and decision outcomes, and mediating role of agreement-seeking behavior between cooperative conflict management and decision outcomes.

Using a structured survey instrument, this paper gathered data from 348 students enrolled in a strategic management capstone course that features strategic decision-making in a simulated business strategy game. The data from 94 teams were collected from the student population using a carefully administered instrument. The data were aggregated after running the inter-rater agreement test and the analyzed to test the hypotheses.

The results from the hierarchical regression of the complex moderated mediation model reveal that cooperative conflict management is positively related to agreement-seeking behavior, and agreement-seeking behavior mediates the relationship between cooperative conflict management and decision outcomes. The results also suggest that competence-based trust acts as a moderator in the relationship between agreement-seeking behavior and decision quality; agreement-seeking behavior and team effectiveness, and agreement-seeking behavior and decision commitment. Results also support mediation of agreement-seeking behavior between cooperative conflict management and decision outcomes.

The present research is based on self-report measures, and hence, the limitations of social desirability bias and common method bias are inherent. However, adequate care is taken to minimize these limitations. The research has implications for the strategic decision-making process literature.

In addition to the strategic management literature, this study contributes to practicing managers. The study suggests that competence-based trust plays a vital role in decision effectiveness. Administrators need to select the members in the decision-making process who have competence-based trust on one another and engage in agreement-seeking behavior.

The findings from the study help in creating a fruitful social environment in organizations.

This study provides new insights about the previously unknown effects of cooperative conflict management and agreement-seeking behavior in strategic decision-making process.

Managers working in multinational companies carry out their organizational goals through multicultural teams. Performance of multicultural teams can be examined from an intercultural communication perspective. Executives, managers, management consultants, and educators interested in improving multicultural team performance need to know about intercultural competence and how it affects team performance. This article provides a working definition of high‐performance multicultural teams and outlines the challenges multicultural teams face. These definitions along with extensive interview data and detailed self‐reports of American and Russian managers working in multicultural teams emphasize the high importance of intercultural competence in improving the performance of these teams. This article also serves to highlight the characteristics of high‐performance multicultural teams, the common challenges of multicultural teams, and the sources of these challenges.