Effects of leadership style on team learning

Abstract

PurposeThis paper seeks to explore the effect of leadership style of a team leader on team‐member learning in organizations, to conceptually extend an initial model of leadership and to empirically examine the new model of ambidextrous leadership in a team context.Design/methodology/approachQualitative research utilizing the case study method is used for empirical validation.FindingsThe leadership style (transformational, transactional, or ambidextrous) adopted by the team leader has an operational effect on the development of learning as a strategic resource within the team, and the organization.Research limitations/implicationsCase studies can be criticized for potential lack of rigour. However, we have used multiple cases following replication logic and triangulation to offset this. Further, cases by nature are generalizable to propositions only, not populations. Thus, a valuable springboard is provided for further quantitative investigations.Practical implicationsThe leadership style adopted by the team leader affects team cohesion, perceptions of learning, and learning‐related performance within the team. The findings provide a rationale for greater emphasis on the role, behavior and leading style that are adopted by the leader in order to produce desired team‐level outcomes.Originality/valueThe paper provides much needed extension and empirical validation of the initial model of ambidextrous leadership. The results show that the leader does have an effect on the team, and also that the leader's leadership style is critical to team level learning and related performance. This is valuable knowledge for trainers, recruiters, teams and leaders.

Leadership for team learning: the case of university teacher teams

“…This finding aligns with Bucic et al (2010) and Mebane and Galassi (2003) who found that both vertical leadership styles were related to university teacher team learning. Our data further specify this by suggesting that leaders in integrative team types were aware of the process but did not actively interfere.…”

“…On the other hand, Timperley et al (2007) stressed that vertical transactional leadership behaviors are also promising for structuring collaborative teacher learning in (secondary) education. Bucic et al (2010) and Mebane and Galassi (2003) demonstrated that both vertical transformational and transactional leadership styles encouraged university teacher team learning by challenging teachers to share and by structuring the task. The reviews of London (2014) and Nicolaides et al (2014) suggest that the most effective leadership style depends on the team's situation, such as the task features or perceived task features, but supporting evidence is limited.…”

“…Many studies across a wide variety of settings have shown that team leadership behavior plays an important role in fueling team learning behavior (Bucic et al 2010;Burke et al 2006;Harris 2011). For example, Lee et al (2010) found that leaders who inspired and encouraged team members in developing new ideas and trying different approaches supported team learning behaviors in innovative IT teams.…”

Enabling team learning in healthcare

“…Learning within teams has been seen as particularly important by a number of researchers, including Senge (1990, 10) Zellmer-Bruhn and Gibson 2006), but it is more common to define it in terms of processes (e.g. Boak 2014;Bucic, Robinson, and Ramburuth 2010;Fisser and Browaeys 2010;Gibson and Vermeulen 2003;Savelsbergh, van der Heijden, and Poell 2010;Timmermans et al 2011). For example, Edmondson (2002, 129) defines team learning as 'a process in which a team takes action, obtains and reflects upon feedback, and makes changes to adapt or improve'.…”

The role of VET Colleges in stimulating teachers’ engagement in team learning

“…However, managers' leadership styles can influence how employees respond, as is shown by previous research that indicates that a manager's leadership style can foster team learning (e.g. Bucic, Robinson, & Ramburuth, 2010; Koeslag-Kreunen, Van der Klink, Van den Bossche, & Gijselaers, 2017;Raes et al, 2013). Therefore, to explain the relationship between VET colleges' supportive context and teachers' team learning, not only how team leaders implement team-oriented HRM should be taken into account, but also how they act as leaders.…”