Minds in teams: the influence of social and cognitive factors on team learning

Bossche, P.G.C. van den

doi:10.26481/dis.20061129pb

Cited by 6 publications

(6 citation statements)

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“…We verwachten daarom dat de relatie tussen TFL en IWG deels kan worden verklaard door psychologische veiligheid en teamleren. Teamleren omvat het proces van sociale interactie tussen leden van een team om gedeelde opvattingen te creëren en te verbeteren ( Van den Bossche, 2006), cruciaal voor innovatie (Crossan, et al, 1999). Psychologische veiligheid is een belangrijke voorwaarde voor teamleren.…”

Section: Inleidingunclassified

“…Daarom onderzoeken we in deze studie de mediërende rol van teamleren in de relatie tussen TFL en IWG, en bestuderen we deze relatie ook op teamniveau in een multilevel design. Teamleren omvat het proces van sociale interactie tussen teamleden om gedeelde opvattingen te creëren en te verbeteren (Van den Bossche, 2006). Het is een continu proces van collectieve reflectie en actie waarbij teamleden aannames toetsen en meningsverschillen openlijk bespreken (Edmondson, 1999).…”

Section: 3unclassified

“…Vervolgens wordt binnen het team voortgebouwd op deze informatie en vindt er co-constructie plaats, waarbij gedeelde betekenissen worden ontwikkeld vanuit de gedeelde informatie of kennis. Om tot gedeelde betekenissen te komen is het van belang dat er constructief conflict plaatsvindt om verschillen in interpretatie tussen teamleden te bediscussiëren op basis van argumenten en toelichtingen (Van den Bossche at al., 2006).…”

Section: 3unclassified

“…Dit resulteert in een diversiteit aan ideeën en meningen. Hierdoor worden teamleden aangezet tot constructief conflict, wat zich kenmerkt door het kritisch verkennen van verschillende meningen en inspanningen om verschillende standpunten in kaart te brengen (Van den Bossche, 2006). Bovendien stimuleert TFL leerervaringen door het geven van individuele aandacht, wat de nadruk legt op het vergroten van het vermogen en potentieel van het team Lowe et al, 1996).…”

Section: 3unclassified

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Bevorderen van innovatief werkgedrag door transformationeel leiderschap: de mediërende rol van psychologische veiligheid en teamleren

Brand

Stynen

Wognum

et al. 2021

Gedrag &Amp; Organisatie

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Samenvatting Deze studie onderzoekt op individueel niveau en teamniveau de mediërende rol van psychologische veiligheid en teamleren in de relatie tussen transformationeel leiderschap (TFL) en innovatief werkgedrag (IWG). Er werd een cross-sectioneel surveyonderzoek uitgevoerd onder medewerkers van drie media- en marketingbedrijven in Nederland, waaraan in totaal 164 medewerkers participeerden, afkomstig uit 39 werkteams. Door middel van multilevel padanalyse werden de data op zowel individueel niveau als teamniveau geanalyseerd. De onderzoeksresultaten tonen aan dat TFL positief samenhangt met IWG en haar dimensies ideeëngeneratie, ideeënpromotie en ideeënimplementatie, op zowel individueel niveau als teamniveau. Op individueel niveau werd sequentiële mediatie door psychologische veiligheid en teamleren vastgesteld in de relatie tussen TFL en ideeënpromotie en ideeënimplementatie. Op teamniveau werd sequentiële mediatie door psychologische veiligheid en teamleren vastgesteld in de relatie tussen TFL en ideeënpromotie. Door het multilevel design en de keuze voor mediatoren die het sociale proces onderliggend aan IWG reflecteren, draagt deze studie bij aan het beter begrijpen van de manier waarop TFL innovatief gedrag in de werkcontext kan bevorderen.

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Section: Inleidingunclassified

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Bevorderen van innovatief werkgedrag door transformationeel leiderschap: de mediërende rol van psychologische veiligheid en teamleren

Brand

Stynen

Wognum

et al. 2021

Gedrag &Amp; Organisatie

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“…Therefore, engineering education practitioners teaching capstone design recognize the importance of teamwork for students to learn how to manage increasingly complex global environments to address the social implications of the engineering profession [9]. Teamwork activities grounded in evidencebased pedagogies (e.g., problem-and project-based, and collaborative learning) allow educators to engage students collectively in developing a shared curricular understanding of complex material that transcends individual knowledge and comprehension [10]- [12]. However, for a capstone team to function effectively, faculty should have an active role in building quality interpersonal and intragroup interactions that foster the needed dialogue and argumentation, leading each individual to understand the complexities of the engineering curriculum [11].…”

Section: Introductionmentioning

confidence: 99%

A Comparative Study of Collaborative and Inclusive Skills Development in Capstone Design Teams at Three Different Engineering Institutions

Pfluger,

Rivera-Jimenez,

Hauser

2022 ASEE Annual Conference &Amp; Exposition Proceedings

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Dr. Courtney Pfluger took a position in Fall 2011 as an Assistant Teaching Professor at Northeastern University as a part of the First Year Engineering Faculty and affiliated Faculty in the Chemical Engineering Department. Dr. Pfluger redesigned and piloted the first-year curriculum which included engineering design and computational problem solving using the Engineering Grand Challenges as real-world applications of global issues. She developed and ran for 8 years a faculty-led international program to Brazil focused on Sustainable Energy and Brazilian Culture. This program educates students on the effects of various energy systems and the challenges of social and environmental justice in developing countries. In 2017, Dr. Pfluger moved into the ChE department where she implemented improvements in the Transport 2 Lab and Capstone courses. She assists Capstone students to develop dynamic design projects that address and help solve real-world, global challenges. Dr. Pfluger has served as the AIChE Student Chapter Faculty Advisor for 10 years and will become chair of the AIChE Student Chapter Committee in November 2021. She is a Mathworks Teaching Fellow and has won serval teaching awards such as Northeastern Chemical

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Team Effectiveness and Team Development in CSCL

Fransen

Weinberger

Kirschner

2013

Educational Psychologist

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There is a wealth of research on computer-supported cooperative work (CSCW) that is neglected in computer-supported collaborative learning (CSCL) research. CSCW research is concerned with contextual factors, however, that may strongly influence collaborative learning processes as well, such as task characteristics, team formation, team members' abilities and characteristics, and role assignment within a team. Building on a critical analysis of the degree to which research on CSCW translates to CSCL, this article discusses the mediating variables of teamwork processes and the dynamics of learning-teams. Based on work-team effectiveness models, it presents a framework with key variables mediating learning-team effectiveness in either face-to-face or online settings within the perspective of learning-team development.The social-constructivist paradigm holds that collaborative learners should be involved in processes of knowledge construction to achieve deep learning and conceptual change through discussion and argumentation (Bereiter, 2002; Bruffee, 1993; Salomon & Globerson, 1989). Learningteams are effective to the extent that learners intend to and actually manage to achieve these learning goals. Their goal is to learn while working on a problem, project, task, and so forth. Work-teams, on the other hand, are effective when they successfully use their distributed expertise to effectively and efficiently perform as a team to successfully complete a given task. In work-teams, learning may occur as a byproduct of this collaboration, but it is not the primary goal, though many employers see this as an added value of working in teams (Kayes, Kayes, & Kolb, 2005; Sessa & London, 2007).Correspondence should be addressed to Jos Fransen, Department of Education/Centre for eLearning, Inholland University of Applied Sciences, Posthumalaan 90, 3072AG Rotterdam, The Netherlands. E-mail: jos.fransen@inholland.nl Because learning (i.e., knowledge construction) is the primary goal of learning-teams in educational settings, even if the assigned task is to complete a product, team effectiveness is primarily defined in terms of the quality of team learning and individual learning, whereas team effectiveness in work-teams is primarily about product quality. This implies that variables mediating learning-team effectiveness can, and maybe even should differ from variables mediating work-team effectiveness, or variables mediating effectiveness in both contexts may differ in their impact. This article first critically analyzes research on work-team effectiveness in organizational settings to establish to what extent the wealth of work-team research may inform research on learning-team effectiveness and then presents a conceptual framework on learning-team effectiveness for research on collaborative learning.The differences between work-team effectiveness and learning-team effectiveness are mirrored by differences in the focus of research on team effectiveness in both contexts. Research on work-teams in organizational settings conside...

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Minds in teams: the influence of social and cognitive factors on team learning

Cited by 6 publications

References 113 publications

Bevorderen van innovatief werkgedrag door transformationeel leiderschap: de mediërende rol van psychologische veiligheid en teamleren

Bevorderen van innovatief werkgedrag door transformationeel leiderschap: de mediërende rol van psychologische veiligheid en teamleren

A Comparative Study of Collaborative and Inclusive Skills Development in Capstone Design Teams at Three Different Engineering Institutions

Team Effectiveness and Team Development in CSCL

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