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1 – 10 of over 111000
Article
Publication date: 1 March 1999

Martin Barker and Kevin Neailey

An element frequently missing from organisations is that of team learning. While recognised as critical, attempts to capture and apply team learning often result in only partial…

3256

Abstract

An element frequently missing from organisations is that of team learning. While recognised as critical, attempts to capture and apply team learning often result in only partial success. This paper (based on work carried out within a major UK automotive manufacturer) explains a methodology for capturing team learning that brings together the contribution of individuals into a team context while maintaining a focus throughout the process on the need for innovative change.

Details

Journal of Workplace Learning, vol. 11 no. 2
Type: Research Article
ISSN: 1366-5626

Keywords

Article
Publication date: 1 October 2004

Kris M.Y. Law and K.B. Chuah

Concept of “organisational learning” has been widely advocated as one of the solutions for organisational development, especially for those companies requiring high level of…

4765

Abstract

Concept of “organisational learning” has been widely advocated as one of the solutions for organisational development, especially for those companies requiring high level of technology and knowledge. While being applied to the entire organisation, the concept of organisational learning can also be applied to specific function or project teams, which can be named as “project” based organisations. This paper presents a new approach of learning for the project‐based teams, which integrates learning and project in one, towards organisational learning ideals. Performance evaluation mechanism is also developed. With the developed evaluation, three dimensions of team performance, within the scope of project action‐learning framework would be measured. It would tell the team where it stands at a particular point of time. In order to track the critical variables required to reach the goals, the developed measurement system framework will be adopted in the implementation phase.

Details

Team Performance Management: An International Journal, vol. 10 no. 7/8
Type: Research Article
ISSN: 1352-7592

Keywords

Article
Publication date: 1 October 1998

Mike Fung

Almost every service organization wants to achieve TQM and beat the competition. This article shows the learning team approach to help achieve a learning organization and achieve…

1040

Abstract

Almost every service organization wants to achieve TQM and beat the competition. This article shows the learning team approach to help achieve a learning organization and achieve TQM. Considers some of the problems associated with TQM implementation and gives an in‐depth view of the learning team approach, considering benefits for individuals and companies.

Details

Managing Service Quality: An International Journal, vol. 8 no. 5
Type: Research Article
ISSN: 0960-4529

Keywords

Article
Publication date: 13 February 2024

Sachin Kumar Raut, Ilan Alon, Sudhir Rana and Sakshi Kathuria

This study aims to examine the relationship between knowledge management and career development in an era characterized by high levels of youth unemployment and a demand for…

Abstract

Purpose

This study aims to examine the relationship between knowledge management and career development in an era characterized by high levels of youth unemployment and a demand for specialized skills. Despite the increasing transition to a knowledge-based economy, there is a significant gap between young people’s skills and career readiness, necessitating an in-depth analysis of the role of knowledge management at the individual, organizational and national levels.

Design/methodology/approach

The authors conducted a qualitative study using the theory-context-characteristics-methodology approach based on a systematic literature review. The authors created an ecological framework for reflecting on knowledge management and career development, arguing for a multidisciplinary approach that invites collaboration across sectors to generate innovative and reliable solutions.

Findings

This study presents a comprehensive review of the existing literature and trends, noting the need for more focus on the interplay between knowledge management and career development. It emphasizes the need for businesses to promote the acquisition, storage, diffusion and application of knowledge and its circulation and exchange to create international business human capital.

Practical implications

The findings may help multinational corporations develop managerial training programs and recruitment strategies, given the demand for advanced knowledge-based skills in the modern workspace. The study also discusses the influences of education, experience and job skills on business managers’ performance, guiding the future recruitment of talents.

Originality/value

To the best of the authors’ knowledge, this review is among the first to assess the triadic relationship between knowledge management, career development and the global unemployment crisis. The proposed multidisciplinary approach seeks to break down existing silos, thus fostering a more comprehensive understanding of how to address these ongoing global concerns.

Details

Journal of Knowledge Management, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1367-3270

Keywords

Open Access
Article
Publication date: 19 January 2024

Fredrik Hillberg Jarl

The purpose of this study is to review literature on the relationship between leadership and workplace learning, to critically analyze and discuss findings and to suggest future…

Abstract

Purpose

The purpose of this study is to review literature on the relationship between leadership and workplace learning, to critically analyze and discuss findings and to suggest future research paths based on the synthesis.

Design/methodology/approach

This study applied a refined literature review process leading to a selection of 40 articles, which originated from 14 internationally acclaimed journals.

Findings

When explaining leadership influence regarding individual and team learning, the concepts of role modeling behavior, relational support and negotiation of meaning is significant. If leaders provide support, show exemplary behavior and negotiate individual arrangements with employees, workplace learning development is positively affected.

Research limitations/implications

Future studies should focus on empirical cases further illustrating how the leader–employee relationship is formed in practice, to further understand differences in leadership influence on employee workplace learning.

Practical implications

The gathered knowledge implicates that carefully designed leadership training programs and personalized work arrangements between leader and employees are beneficial for leader’s ability to influence employee workplace learning.

Originality/value

The reviewed studies were solely published in top management journals, which resulted in an original literature selection. This study also discusses implicit or articulated assumptions about the view of learning in the selected studies, offering additional understanding about the underlying learning views in leadership–workplace learning research.

Details

The Learning Organization, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0969-6474

Keywords

Book part
Publication date: 6 February 2013

Tine Köhler, Iris Fischlmayr, Timo Lainema and Eeli Saarinen

VIBu – Virtual Teams in International Business – is the name of a training concept, which is aimed at familiarizing participants with collaborating in a virtual environment. Based…

Abstract

VIBu – Virtual Teams in International Business – is the name of a training concept, which is aimed at familiarizing participants with collaborating in a virtual environment. Based on the online business simulation RealGame™, participants are assigned to multicultural virtual teams that represent different companies. These companies are either competing with or depending on each other in typical business processes of an internationally operating manufacturing company. Interaction and negotiation are required throughout the whole simulation. All communication takes place via information and communication technology, mainly Skype and Skype chat. The main challenge in the environment is that participants are located in different countries and time zones all over the world. The book chapter first outlines some of the challenges of global teamwork that organizations face. We argue that students need to learn how to navigate in global teams before they leave university as they are bound to become involved in organizational global teamwork sooner rather than later. We draw on frameworks for experiential learning (e.g., Kolb's learning model, Kolb, 1984) and the constructivist learning paradigm (Lainema, 2009) to outline the learning experiences that students need to gather in order to become effective global team members. In addition, we highlight the potential for learner engagement that this approach offers. The chapter concludes by highlighting the key learning and teaching outcomes from incorporating this cutting-edge simulation technology. Furthermore, we direct the reader's attention to ways in which the simulation can be used for research purposes, international inter-university collaborations, and multidisciplinary research on teaching practices and engaged learning.

Details

Increasing Student Engagement and Retention Using Classroom Technologies: Classroom Response Systems and Mediated Discourse Technologies
Type: Book
ISBN: 978-1-78190-512-8

Book part
Publication date: 4 November 2021

Cassie Hague and Lucilla Crosta

This chapter compares student and facilitator perceptions of what supports learning in teams in online environments. The authors (one Italian and one British) draw on their…

Abstract

This chapter compares student and facilitator perceptions of what supports learning in teams in online environments. The authors (one Italian and one British) draw on their experiences facilitating modules in a UK-based online international professional doctorate of Higher Education with students from across the globe, as well as a two-year research project on developing best practice in supporting online international graduate students to engage in virtual learning teams. The theories underpinning the educational use of learning teams are those of constructivism and social learning, all of which suggest a facilitative role for the tutor. However, there is disagreement about what this looks like and what it means for student autonomy and facilitator presence. Many students expect greater tutor involvement, especially when teams are not functioning at an optimal level. The chapter offers both an in-depth discussion of the literature that looks at student and tutor perspectives on virtual team learning,and a summary of findings from a mixed methods research project on students’ needs and tutors’ practice while working in dispersed learning teams. Finally, the chapter draws out implications for the development of e-pedagogy to support learning and engage international learners in online contexts at the graduate level.

Details

International Perspectives in Online Instruction
Type: Book
ISBN: 978-1-80043-672-5

Keywords

Book part
Publication date: 20 September 2018

Pravin Chopade, Michael Yudelson, Benjamin Deonovic and Alina A. von Davier

This chapter focuses on the state-of-the-art modeling approaches used in Intelligent Tutoring Systems (ITSs) and the frameworks for researching and operationalizing individual and…

Abstract

This chapter focuses on the state-of-the-art modeling approaches used in Intelligent Tutoring Systems (ITSs) and the frameworks for researching and operationalizing individual and group models of performance, knowledge, and interaction. We adapt several ITS methodologies to model team performance as well as individuals’ performance of the team members. We briefly describe the point processes proposed by von Davier and Halpin (2013), and we also introduce the Competency Architecture for Learning in teaMs (CALM) framework, an extension of the Generalized Intelligent Framework for Tutoring (GIFT) (Sottilare, Brawner, Goldberg, & Holden, 2012) to be used for team settings.

Article
Publication date: 10 October 2023

Nechama Nadav, Pascale Benoliel and Chen Schechter

The role of leadership through senior management teams (SMT) has received increasing attention over the past several decades. Such leadership requires principals to play a key…

Abstract

Purpose

The role of leadership through senior management teams (SMT) has received increasing attention over the past several decades. Such leadership requires principals to play a key role in promoting SMT effectiveness. Therefore, according to the input–mediator–outcome model (Ilgen et al., 2005), this study's purpose is to investigate the mediating role of school SMT learning in the relationship between principal systems thinking (PST) and SMT effectiveness after accounting for students' socioeconomic backgrounds and SMT members' tenure.

Design/methodology/approach

A three-source survey design with self-reported and non-self-reported data was used, from a sample of 282 participants from 71 elementary schools in Israel. The sample included principals and SMTs. Data were aggregated at the school level of analysis.

Findings

The results from structural equation modeling and bootstrapping analysis indicated that SMT learning fully mediates the relationship between PST and SMT effectiveness, irrespective of the students' socioeconomic backgrounds.

Originality/value

This study provides important insights into the role of SMT learning as a mediator in the relationship between PST and SMT effectiveness. In addition, the study responds to the call of previous studies to examine the effects of PST on characteristics and outcomes at the group level. Moreover, the proposed integrative model highlights the importance of SMT learning and suggests new ways to encourage it.

Details

Journal of Educational Administration, vol. 61 no. 6
Type: Research Article
ISSN: 0957-8234

Keywords

Open Access
Article
Publication date: 15 May 2023

David Besong Tataw

This uses quantitative and qualitative methods in assessing performance and process outcomes in a team lecture hybrid (TLH) instructional design applied in a public affairs course.

Abstract

Purpose

This uses quantitative and qualitative methods in assessing performance and process outcomes in a team lecture hybrid (TLH) instructional design applied in a public affairs course.

Design/methodology/approach

Within a non-experimental prospective design, individual and team outcomes were assessed as follows: survey of student perceptions of learning outcomes; comparison of individual and group scores on in-class case analyses using paired t-tests; external reviewers' observations of traditional lecture versus TLH activities; and analysis of students' reflections on team dynamics using a team process reflection tool adapted from four team development stages.

Findings

The following student learning outcomes results were observed: increased use of critical thinking; higher student interaction with other students and the instructor; higher student engagement in initiating or contributing to content or other learning activities; higher student enthusiasm; increased use of problem-solving skills; improved performance evidenced by quality of individual versus group products; evidence suggesting improvements in student learning outcomes when active learners and an active instructor interact in a learning environment.

Practical implications

Instructor practice tips were provided in the following areas: use of assessment methods; student engagement as an active instructor; motivational tips for classes with students from a variety of disciplines; and individual team member accountability.

Originality/value

This paper contributes to the scholarship of teaching and learning (SOTL) by addressing limitations in both traditional and collaborative learning models and expanding holistic evaluations in SOTL.

Details

Journal of Research in Innovative Teaching & Learning, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2397-7604

Keywords

1 – 10 of over 111000