Search results for "Team learning"
showing 10 items of 30 documents
Linking empowering leadership to safety participation in nuclear power plants: a structural equation model.
2012
Abstract Introduction Safety participation is of paramount importance in guaranteeing the safe running of nuclear power plants. Method The present study examined the effects of empowering leadership on safety participation. Results Based on a sample of 495 employees from two Spanish nuclear power plants, structural equation modeling showed that empowering leadership has a significant relationship with safety participation, which is mediated by collaborative team learning. In addition, the results revealed that the relationship between empowering leadership and collaborative learning is partially mediated by the promotion of dialogue and open communication. Conclusions The implications of th…
Spanish validation of the mindful organizing scale: A questionnaire for the assessment of collective mindfulness
2018
Abstract Introduction Mindful organizing (also known as collective mindfulness) is a team level construct that is said to underpin the principles of high-reliability organizations (HROs), as it has shown to lead to almost error-free performance. While mindful organizing research has proliferated in recent years, studies on how to measure mindful organizing are scarce. Vogus and Sutcliffe (2007) originally validated a nine-item “Mindful Organizing Scale” but few subsequent validation studies of this scale exist. The present study aimed to validate a Spanish version of the Mindful Organizing Scale. Method The sample included 47 teams (comprising of a total of 573 workers with an average team …
Closedness properties in team learning of recursive functions
1997
This paper investigates closedness properties in relation with team learning of total recursive functions. One of the first problems solved for any new identification types is the following: “Does the identifiability of classes U1 and U2 imply the identifiability of U1∪U2?” In this paper we are interested in a more general question: “Does the identifiability of every union of n−1 classes out of U1,...,Un imply the identifiability of U1∪...∪Un?” If the answer is positive, we call such identification type n-closed. We show that n-closedness can be equivalently formulated in terms of team learning. After that we find for which n team identification in the limit and team finite identification t…
On Duality in Learning and the Selection of Learning Teams
1996
AbstractPrevious work in inductive inference dealt mostly with finding one or several machines (IIMs) that successfully learn collections of functions. Herein we start with a class of functions and considerthe learner setof all IIMs that are successful at learning the given class. Applying this perspective to the case of team inference leads to the notion ofdiversificationfor a class of functions. This enable us to distinguish between several flavours of IIMs all of which must be represented in a team learning the given class.
Comportamentos de suporte e eficácia grupal: o papel mediador dos comportamentos de aprendizagem
2018
Dissertação de Mestrado em Psicologia do Trabalho, das Organizações e dos Recursos Humanos apresentada à Faculdade de Psicologia e de Ciências da Educação Supportive behaviours, defined “as the extent to which team members voluntarily provide assistance to each other when needed during task accomplishment” (Aubé & Rousseau, 2005, p.193), constitute a determinant of Team Effectiveness (Dimas, Rocha, Rebelo, & Lourenço, 2016). The current research aims to clarify further the relationship between Supportive Behaviours and Team Effectiveness criteria, mediated by Team Learning Behaviours. Based on the model of effectiveness Input-Mediator-Outcome-Input (IMOI) from Kozlowski and Ilgen (2006), th…
Participation and collaborative learning in large class sizes: wiki, can you help me?
2016
AbstractCollaborative learning has a long tradition within higher education. However, its application in classes with a large number of students is complicated, since it is a teaching method that requires a high level of participation from the students and careful monitoring of the process by the educator. This article presents an experience in collaborative learning adapted to large class sizes using wikis. The objective is to check if wikis allow for effective collaborative learning methods to be introduced into large groups. The results show how effective wikis can be in encouraging collaborative learning and active participation by the student, as well as facilitating the monitoring and…
What makes learning and understanding in virtual teams so difficult?
2004
The ideas presented in this article are especially challenged by critical questions raised by the other authors in this special issue. One of the core questions throughout the different studies is whether participants in distributed learning groups are able to successfully work on a common task and achieve a type of interaction that leads them to educationally relevant higher-level discussion and learning. This article discusses the central findings of these studies in light of the recent research on computer-supported collaborative learning. At the beginning of the article, typical problems and challenges related to learning in virtual teams are described. In the end of the discussion, som…
Theoretical and pedagogical perspectives on orchestrating creativity and collaborative learning
2011
The role of teacher is increasingly related to designing and arranging collaborative learning situations in which fruitful and creative group work may occur. This thematic review presents recent studies on creativity and collaborative learning from the perspective of the teacher as conductor of learning processes. The precondition for the design and orchestration of these kinds of learning situations is analysing and understanding of creative and collaborative processes and their contextual adaption. Thus, the first section of this review focuses on the theoretical vantage points of creativity and collaborative learning mainly from socio-cultural perspective. Based on this theoretical groun…
Methodological reflections: designing and understanding computer-supported collaborative learning
2012
Learning involves more than just a small group of participants, which makes designing and managing collaborative learning processes in higher education a challenging task. As a result, emerging concerns in current research have pointed increasingly to teacher orchestrated learning processes in naturalistic learning settings. In line with this trend, collaboration scripts for instructional support have been presented as a potential trigger for collaboration. This article presents a qualitative methodology designed to understand collaboration in macro-scripted conditions. The study aimed to highlight the differences and similarities in how the ‘ideal’ script (the particular learning activitie…
Development and validation of the team learning questionnaire
2008
Nowadays the organizational scenario is changing in several aspects that affect organization commitment. Team learning construct has emerged as a tool to deal with these changes and the dynamic nature of this situation. Although team learning has acquired importance in recent years, instruments to measure team learning should be developed. The aim of this paper is to develop and validate a team learning scale, the Team Learning Questionnaire, attending to four dimensions of team learning: Continued Improvement Seeking, Dialogue Promotion and Open Communication, Collaborative Learning, and Strategic and Proactive Leadership that Promote Learning. Results provide evidence of the reliability a…