Koeslag-Kreunen Mieke, Van den Bossche Piet, Hoven Michael, Van der Klink Marcel, Gijselaers Wim
Zuyd Hogeschool, Heerlen, The Netherlands.
University of Antwerp, Belgium.
Small Group Res. 2018 Aug;49(4):475-513. doi: 10.1177/1046496418764824. Epub 2018 Apr 13.
Team learning behavior is found to be one of the most effective team processes, as learning behavior 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 behavior is considered a critical accelerant for creating conditions that are essential to engage in team learning behavior, such as a safe environment. Yet despite the growing amount of research in team learning, this relationship remains unclear. Meta-analytic techniques were used to examine when team leadership behaviors support team learning behavior and how the task type moderates that relationship. Forty-three empirical studies reporting 92 effect sizes were synthesized. Analyses show that team leadership behavior explains 18% of the variance in team learning behavior. 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.
团队学习行为被认为是最有效的团队过程之一，因为团队层面的学习行为（例如，分享、讨论和反思知识与行动）使团队能够调整现有知识或开发新知识。团队领导行为被视为创造参与团队学习行为所必需条件（如安全环境）的关键促进因素。然而，尽管团队学习的研究数量不断增加，但这种关系仍不明确。本研究采用元分析技术来检验团队领导行为在何时支持团队学习行为，以及任务类型如何调节这种关系。本研究综合了43项实证研究，报告了92个效应量。分析表明，团队领导行为解释了团队学习行为中18%的变异。此外，结果表明，关注人员的领导者促进适应性和发展性任务的团队学习，而关注任务的领导者仅影响适应性任务的团队学习。
