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Copyright of Continue Education Research is the property of Harbin Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

As online learning has become an inevitable trend in the post-peak era of the COVID-19 pandemic, distributed pair programming (DPP) is gaining momentum in both education and industry. DDP serves as a collaborative programming approach and also benefits the development of computational thinking, a fundamental skill in today's world. This study conducted a systematic review of studies on DPP published after 2010 to understand the themes and factors that impact the team effectiveness of DPP and thus inform future research and practices on how to better leverage this approach for teaching and learning. The results showed that individual characteristics attracted major investigations in the selected 23 studies, including prior programming experience, actual skill, perceived skill, gender, personality, time management, confidence, and self-esteem, with pair compatibility identified as a critical team design factor that significantly affects programmers' satisfaction. Although the feel-good factor in the team process was investigated, no significant impact was found. Under the team environment theme, we compared different opinions on the orientation (e.g., scripted roles) and the use of technology (e.g., integrated development environment tools). Future research should investigate how task structure influences team effectiveness of DPP and relates to computational thinking education. Additionally, because most studies were conducted in higher education contexts, more research in primary and secondary educational contexts is also needed. [ABSTRACT FROM AUTHOR]

This research aims to describe how internalizing "mukhlis" Islamic values contributes to Employee Performance. Mukhlis Knowledge Contributing (MKD) is the skill of donating knowledge with the earnest intention of pleasing Allah. The concept of Mukhlis Information Donating is the contribution of genuine and relevant knowledge to enhance Employee Performance. Mukhlis Knowledge Donating is activated by one of the Organizational Learning Dimensions, specifically Team Learning and the worth of Taqorrub (getting closer to Allah). This article has consequences for the capacity of Human Resources to provide true, sincere knowledge for the benefit of the world and the hereafter, in the hope of Allah's grace. The contribution of this study to Resource-Based Theory is the function of mukhlis Islamic values in the honest donation of knowledge, as evidenced by the application of Organizational Learning aspects Team Learning and Taqorrub values. The achievement of Employee Performance, encompassing work quality, quantity, timeliness, effectiveness, and independence, is the result of the implementation of information sharing with honesty. [ABSTRACT FROM AUTHOR]

Background: Coping with complex behaviour in mental health care is a challenging but integral part of a caregiver's job. De-escalation can prevent violence as it aims to stop the progress of violent cycles. Skill stations show promising results when testing and learning social competence in real-life scenarios, and develop the theoretical competencies of hospital staff. Objective: To transform research-based knowledge of de-escalation into a skill station. Method: Together with stakeholders, and across psychiatric and somatic hospitals, the skill station was designed, tested and disseminated. Evaluation was done through surveys and focus groups. Results: Staff found the skill station helpful. Team learning provided knowledge of how to cope with complex behavior among patients and relatives, leading to an increase in the means of preventing aggression and violence in general hospital units. Conclusion: Skill stations in de-escalation can apply a way of learning which is familiar to clinical staff and may replace classroom teaching. [ABSTRACT FROM AUTHOR]

Teaching–learning-based optimization (TLBO) algorithm is an excellent human-inspired optimization technique. This paper proposes an innovative improved version of TLBO—collectivism teaching–learning-based optimization (CTLBO) algorithm. This algorithm imitates group and individual behaviours in the reality of teaching and learning, applies group-individual multi-mode cooperation strategies to form new search mechanism. The CTLBO contains three phases, i.e. preparation phase, teaching and learning phases. In the preparation phase, there are two operators, i.e. teacher self-learning and teacher-learner interaction operators. In the teaching phase, class teaching and performance-based group teaching operators are implied. In the learning phase, neighbour learning, student self-learning and team-learning strategies are mixed together to form three operators. Two sets of experiments are conducted to test the performance of CTLBO. The first set of experiments validates the improvement effect of CTLBO by comparing it with the original TLBO and other authors' improved versions of TLBO. The second set of experiments illustrates the advantage of CTLBO by comparing it with other 17 meta-heuristic algorithms in solving 30 general benchmark functions and 15 CEC2015 test suit functions. The results of experiments show that CTLBO algorithm has significant improvement effect compared with TLBO. It is the most effective one amongst the improved versions of TLBO selected for comparison, and outperforms all other 17 meta-heuristic algorithms. The algorithm can significantly improve the convergence ability and the accuracy in solving different-scale complex optimization models. [ABSTRACT FROM AUTHOR]

Objectives: Although cross-border healthcare benefits many patients and healthcare professionals, it also poses challenges. To develop a shared understanding of these opportunities and challenges among healthcare professionals, we designed an educational intervention outline and invited experts in healthcare and education to evaluate it. The proposed intervention was based on theoretical principles of authentic, team, and reflective learning. Methods: Experts (N=11) received a paper outline of the intervention, which was subsequently discussed in individual, semi-structured interviews. Results: Based on a thematic analysis of the interviews, we identified 4 themes: 1) using the experience you have, 2) learning with the people you work with, 3) taking the time to reflect on the past and future, and 4) adapting the intervention to its context. Conclusion: According to the experts, the proposed intervention and its three underlying principles can enhance a shared understanding of cross-border healthcare. To unlock its full potential, however, they suggested adjusting the application of learning principles to its specific context. By situating learning in landscapes of practice, the intervention could contribute to the continuous development of cross-border healthcare. [ABSTRACT FROM AUTHOR]

This paper delves into the role of an Action Learning Coach in real-world scenarios. The coach addresses challenges such as team members leaving for phone calls, disruptions caused by important participants and the team returning from a break visibly shaken. As the coach, I employed an approach involving awareness, team queries, and collaborative decision-making. The paper emphasizes the vital function of language in coaching, advocating for a non-judgmental, future-positive approach to instill a learning mindset. The paper underscores the transformative potential of action learning, a process that encourages constant questioning and questioning everything. Action learning coaching leverages coaching at the group level, fostering self-awareness, goal setting and feedback. The article concludes by highlighting the impact of coaching on participants' goal orientation and self-efficacy, stressing the importance of a learning orientation for building powerful, growth-oriented teams. [ABSTRACT FROM AUTHOR]

BackgroundDebriefing enhances team learning, performance, and patient safety. Despite its benefits, it’s underused. To address this, we developed an evidence-based debriefing app.MethodsThis pilot study, conducted at a Swiss hospital, evaluated team performance during two anesthesia inductions using the Team Performance Scale (TPS). Following the first induction, teams engaged with the Zurich Debriefing App, with debriefing sessions meticulously recorded for subsequent evaluation. To mitigate bias, raters underwent comprehensive TPS training. The debriefings were analyzed through the DE-CODE framework. We utilized paired t-tests to examine performance improvements and linear regressions to assess the impact of reflective statements on performance, moderated by psychological safety.ResultsTeam performance significantly improved from the first to the second induction (t (9) = −2.512, p = 0.033). Senior physicians’ (n = 8) reflective statements predicted post-assessment TPS scores (R2 = 0.732, p = 0.061), while consultants (n = 7) and nurse anesthetists (n = 10) did not. Interaction analysis revealed no moderation effects, but a main effect indicated the significance of senior physicians’ reflective statements.ConclusionThis pilot study confirms the efficacy of the evidence-based debriefing app in enhancing anesthesia team performance. Senior physicians’ reflective statements positively influenced performance; however, no moderation effects were observed. The study highlights the potential of debriefing apps to streamline and enhance team debriefing processes, with significant implications for improving clinical practice and patient safety. Further research is needed to validate these findings on a larger scale and optimize the integration of debriefing into routine clinical practice.

Objective: We sought to identify changes in neurological outcome over time following initial training and subsequent implementation of team-focused CPR in an inpatient setting where responders practice specific roles with emphasis on minimally interrupted chest compressions and early defibrillation. Methods: This retrospective pre- vs post-intervention study was conducted at an urban 900-bed teaching hospital and Level I Cardiac Resuscitation Center. We included adult patients suffering in-hospital cardiac arrest occurring in non-emergency department and non-intensive care unit areas who received CPR and/or defibrillation. We compared survival with good neurological outcome at time of hospital discharge in the one-year periods before and after implementation of team-focused CPR. To investigate skill degradation, we compared cumulative survival with good neurological outcome in 3-month intervals against the before team-focused CPR baseline. Trained research associates abstracted explicitly defined variables from electronic health records using a standardized form and data dictionary to achieve consistency between collaborators. Results: Of 296 IHCAs, 207 patients met inclusion criteria and were analyzed. In 104 patients before team-focused CPR initiation, survival with good neurological outcome was 21%. In the 12-month period following team-focused CPR initiation, survival with good neurological outcome was 31% in 101 patients, risk difference 9.9% (95% CI −2 to 22%; p = 0.14). By quarterly time intervals, following team-focused CPR implementation, the cumulative survival with good neurological outcome at 3 months was 42%; at 6 months 37%; at 9 months 31%; and at 12 months 31%. Conclusion: In our single-institution implementation of team-focused CPR for in-hospital cardiac arrest, outcomes significantly improved at 6 months before declining towards baseline.

The role of principals is increasingly recognised as important in school health promotion. There is a significant body of literature regarding school health promotion and its benefits for learners and the school community, but little is known about the role of principals. Using Senge’s theory of learning organisations as a framework, this study qualitatively sought to understand the roles of principals in promoting healthy school environments. The study used a combination of semi-structured individual interviews and focus groups to gather data from six school management team members; seven teachers; and three school governing body members from a high school in Fezile Dabi District of the Free State. Individual interview data was obtained and focus group discussions were conducted to confirm the findings. The data gathered was analysed using a combination of inductive classification and theory analysis. The study’s main findings demonstrate that principals should (i) provide leadership in health promotion activities within their schools and in collaborations and partnerships with the external community and (ii) have personal mastery, vision, knowledge and thinking skills to be able to play their role effectively. Furthermore, it was found that all five principles of the theory of learning organisation can be used to understand the role of principals in school health promotion. Based on these findings it is recommended that a learning culture be created in schools. The findings of this research suggest implications regarding both the practice of providing leadership in school health promotion and practices in the preparation of principals and teachers for the task of School Health Promotion.

Purpose – The debriefing is a procedure based on intra-team feedback, which has frequently been applied in university formation in health but has been less used in business. The aim of this research is to analyse best practices in the actual implementation of debriefing in organisations, based on criteria the guidelines for carrying out each stage established in the procedure. Design/methodology/approach – To achieve these goals, working teams from different organisations carried out 19 group-debriefing sessions on an authentic work problem. These sessions were observed and analysed following a qualitative approach. Findings – After observing a debriefing session in 19 organisations, four categories related to its implementation have been identified: Self-analysis, information, planning and orientation of the development of the team. Research limitations/implications – It is important to mention some limitations to this work. The major limitation was the lack of published literature related to the debriefing in the area of organisational management. The qualitative and exploratory nature of the study limits the generalisation of the results. Practical implications – The research has practical implications as the characterisation and description of each phase favours the transfer to implement the debriefing technique adequately in different types of organisations. Social implications – It has been observed that all forms of debriefing have a common purpose in learning and, team and employee development, due to the powerful transferability and usefulness of debriefing in different contexts. Therefore, knowing the correct use of debriefing is a breakthrough in this area. In addition, including this type of practice will not just facilitate a better performance, it will also help teams to learn to work in a team from their own experiences. Originality/value – It has been characterised by the process of debriefing from the correct implementation of each phase through the analysis of the narratives that arise in the debriefing sessions carried out. 研究目的 – 匯報是一個基於團隊內部回饋的程序, 它常見於大學組建的醫療衛生方面, 在商業上則較少使用。本研究擬基於匯報程序中所建立的每個階段, 來分析在組織內實際進行匯報的典範實務。 研究設計/方法/理念 – 為達至研究目標, 來自不同組織的工作團隊, 就一個真實的工作問題進行了19個匯報會議。研究人員觀察這些會議, 並以定性研究法進行探討和分析。 研究結果 – 研究人員觀察於19個組織進行的匯報會議後, 找出了四個進行匯報會議的範疇, 自我分析、資料、計劃和團隊發展的取向。 實務方面的啟示 – 本研究提供了實務方面的啟示, 因研究結果確認了匯報每個階段的特徵的描述, 以及每個階段的描述, 這會幫助在不同種類的組織內進行匯報會議時, 舉行匯報使用之技巧得以靈活調動, 以發揮各技巧的最佳效果。 研究的原創性/價值 – 研究人員分析有關的匯報會議內的敘述, 並從會議每個階段的正確執行, 找出了匯報程序的各個特徵。

A comprehensive review of the social entrepreneurship literature on social entrepreneurship's success in solving social challenges despite significant resource and capacity deficits raises questions, particularly regarding how capacities should be built to ensure long-term social and economic impact. Using the theory of organizational learning, this study analyzes the link between team exploratory and exploitative learning on social entrepreneurship orientation. The cross-sectional examination of 473 social enterprises in Ghana verifies our predictions regarding positive connections between the variables. The findings demonstrate that team exploratory learning has a stronger positive impact on social entrepreneurship orientation than team exploitative learning. From a managerial standpoint, Chief Executive Officers (CEOs) of social enterprises can demonstrate greater use of team exploratory and exploitative learning by devising exercises that push their teams outside of their comfort zones to actively engage in internal and external interactive discourse on team learning to substantially impact their social entrepreneurship orientation. From the ambidextrous perspective of social enterprises, circumventing the notable "failure" and "success" traps that occur with excessive exploration and exploitation respectively, demands a balance between the two for long-term impact on social entrepreneurship orientation. This study delves into the differentially positive function of team exploratory and exploitative learning on social entrepreneurship orientation, with the goal of overcoming the resource/capability bottleneck and boosting social market performance. [ABSTRACT FROM AUTHOR]

Organizational control is a fundamental function of all organizations. Drawing on ethnographic data from one hospital implementing a new behavioral control mechanism across multiple internal units, I explore how control mechanisms spread and unfold inside organizations. This study shows that control mechanisms are co-created through interactions between managers and employees as they engage in an iterative team learning process in two stages: (1) learning about the mandated control mechanism in order to assess its viability in their local context; and (2) learning how to (re)design the control mechanism so that it delivers its intended control outcomes. It also identifies two pathways through which control mechanisms unfold. Along the customization pathway, teams customize the mandated control mechanism so that it functions well in their context. Along the transmutation pathway, teams develop their own locally designed alternative control mechanism to achieve the intended control outcomes based on their own assessment of their unit's problems. By showing how organizational control mechanisms are co-created by management and employees, this study provides a dynamic view of how control mechanisms spread and unfold within organizations. [ABSTRACT FROM AUTHOR]

To meet the diverse needs of students in complex social environments, it is necessary to transform schools into learning organisations (Fullan, 1993; Sava, 2022). Empirical evidences show that learners make significant progress when schools exhibit the characteristics of learning organisations (Harris & van Tassell, 2005; Schechter & Qadach, 2012; Silins & Mulford, 2004). The “learning organisation” approach is necessary and suitable for schools, regardless of their operating context, thus providing a sustainable competitive advantage (Kools & Stoll, 2016; OECD, 2016). Staff in a school may have different perceptions about the extent to which their school is a learning organisation. In this study, we investigated if perceptions about the status of the school as a “learning organisation” differs significantly according to variables such as the school environment, the staff ’s position and seniority. The online questionnaire, applied in April-May 2022, was filled in by 650 participants (70 principals, 543 teachers and 37 auxiliary teaching staff) from 248 Romanian schools. Self-reported data were collected using the instrument developed by Kools et al. (2020), validated in the Romanian context. The results show significant differences among the participants’ responses in relation to the school environment and in terms of the respondents’ position in the school. Data showed no statistically significant difference among the participants’ responses in terms of seniority. The results of the current research represent a useful step in the process of evaluating Romanian schools, with the aim to transforming them into learning organisations.

Copyright of European Journal of Management & Business Economics is the property of Emerald Publishing Limited and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this research was to develop a learning organization for professional development among the teachers of Raymundo Punongbayan Elementary School in Payatas, Quezon City which aimed to improve faculty members' professional growth and development, with the overarching goal of improving the school's organizational effectiveness. The descriptive-analytical research design was used, and data was collected using a survey questionnaire with a 5-point Likert scale ranging from "5 - Almost Always True" to "1 - Almost Never True." The study was conducted with permission from the School Principal and the Division Office, and 39 faculty members served as respondents. The questionnaire focused on the teachers' professional development needs and strengths, drawing on Peter Senge's Basic Principles of Learning Organization, which include personal mastery, mental models, shared vision, team learning, and system thinking. Respondents were assured that their responses would not affect their performance. After collecting the data, the researcher consolidated it thoroughly. To analyze the data, statistical tools such as percentages, means, and Pearson's r were used, revealing insights into the teachers' professional development needs and strengths. The study revealed that there is a significantly high positive correlation among indicators affecting practices of learning organization in school, p < 0.005. This implied that each component is interrelated from one another and must be considered collectively in proposing development learning organization for professional development. Thus, for educational leaders and policymakers, this serves as a foundation for developing targeted learning initiatives and fostering a culture of continuous improvement within the school. Likewise, the school can create a supportive environment that fosters teacher development by implementing a learning organization approach, ultimately benefiting overall organizational effectiveness and student outcomes. This study adds to the field of educational leadership and serves as a foundation for future research in similar contexts. [ABSTRACT FROM AUTHOR]

IntroductionIn today’s complex and changing business environment organizations need to learn and adapt to emerging circumstances. Teams can be a preferred vehicle to facilitate solving challenges that require diverse perspectives and expertise, collaboration, and knowledge sharing among members. To support team learning, organizations need to understand and promote an appropriate environment that facilitates learning within teams. By drawing on Fairness Theory and Social Exchange Theory, this study explores the role of leader-induced justice perceptions as a mediator in the relationship of participative leadership and team learning.MethodsUsing a split-half team survey methodology with a sample of 211 teams, the study analyzes the role of team justice climate as a mediation mechanism in the relationship between participative leadership behaviors and team learning.ResultsResults from structural equation modeling analyses suggest that, at a team level, participative leadership behaviors have both a direct association with team learning and are partially mediated by the team’s justice climate.DiscussionThis study contributes to existing literature by offering evidence that the perceptions of justice instilled by leaders play a role mediating participatory leadership and team learning. Moreover, the study supports the idea that leader induced justice perceptions can be considered as an aggregated construct at the team level. From a practical standpoint, the findings imply that team leaders can contribute to create an environment conducive to team learning by treating team members with fairness.

A FHIR based platform for case-based instruction of health professions students has been developed and field tested. The system provides a non-technical case authoring tool; supports individual and team learning using digital virtual patients; and allows integration of SMART Apps into cases via its simulated EMR. Successful trials at the University of Queensland have led to adoption at the University of Melbourne. [ABSTRACT FROM AUTHOR]

In 1983, Donald Schön published his seminal work, The Reflective Practitioner: How Professionals Think in Action. The book emerged during the peak of the Design Methods movement, when works like L. Bruce Archer's Systematic Method for Designers and Herbert A. Simon's The Sciences of the Artificial argued for recognizing design processes as scientific inquiries. Coincidentally, Schön posited an alternative view to rationalizing design processes, called professional artistry, which is implicit professional knowledge. Using protocol studies in various disciplines, he demonstrated that professionals reflect-in-action while working and, as a result, learn and produce knowledge through doing (knowing-in-action). Since the 1980s, design theorists, researchers, and professionals have used Schön's work enthusiastically to articulate that designers learn more about their design process and design project as they design. Forty years after publication, The Reflective Practitioner continues to serve many design researchers as a foundation of learning from the experience of their design processes. However, this theory has limitations that must be recognized and addressed to stay relevant today. The Reflective Practitioner was written for individuals, whereas nowadays, designers often work in teams. The next step is to consider how individual reflections are shared and learned with other designers so that the team benefits from its collective reflective practices. [ABSTRACT FROM AUTHOR]

The purpose of this article is to provide guidance for instructors who wish to develop a course associated with student participation in the College Fed Challenge (CFC), an academic competition designed to test students' knowledge of current economic events and monetary policy. We eschew a lecture-only methodology and use small-group and team-based learning to effectively prepare students for this endeavor. Under this framework, students play an active role in the classroom experience, develop critical research and public speaking skills, and benefit from cohesive peer interaction. Samples of in-class activities and the accompanying grading rubrics are provided for seamless instructor implementation. [ABSTRACT FROM AUTHOR]

This paper examines the role of Reflective Practice and Team Learning when architecture teams pitch their proposals in a design competition. Pitching proposals is significant to architects because pitching designs in competitions is one of the ways architects procure jobs. Previous researchers used the principles of Reflective Practice to describe how teams design together. This study adds to those works by using the principles of Reflective Practice to describe how teams communicate their design to clients. Additionally, this case study introduces team learning concepts to describe how clients perceive design teams when pitching their proposal. In 2018, we observed six architecture teams pitch their design in an architecture competition, analysed the documents presented, and interviewed the jury. Results revealed that the winning team demonstrated the most Framing, Moving and Evaluating language in their pitch. They were also perceived to have demonstrated the most team learning behaviours amongst all the competitors. [ABSTRACT FROM AUTHOR]

Teams are nowadays seen as the cornerstones of organizations. Previous research has shown that team reflexivity is positively related to team performance. Traditionally, team reflexivity is conceptualized as a process that occurs during transition moments, ignoring reflexive moments during teams' action phases. Moreover, most studies used self-reported questionnaires and cross-sectional designs and thus provided limited insights into how team reflexivity unfolds during both the action and transition phases of teams. In this study, we adopt a social regulation perspective to develop an analytical framework to study team reflexivity in the flow of work. The study was conducted in a software development setting and included 50 h of video recordings of different types of team meetings of six professional self-managing teams (a total of 33 team members). Using concepts from social regulation theory as developed in student learning settings as an analytical lens, an analytical framework with four components of social regulation (knowledge co-construction and regulation; regulation activities; focus of regulation, and type of interaction) was developed and applied. Outcomes show that in more than half of their conversations, the teams jointly engaged in regulation-related activities, of which most concerned planning activities and a very low occurrence of evaluation activities. Different patterns of team reflexivity were found in the action and transition phase but zooming in on the interactions also showed high interrelatedness of the different activities. The analytical framework could assist future research to further study the interaction between the different components and how they mutually relate to team performance. [ABSTRACT FROM AUTHOR]

To solve complex 21st-century global challenges, universities must prepare students to be competent team members. This article presents results from analysis of data collected at a university in four types of undergraduate sociology classrooms using mixed-methods, including social network analysis, student reflections, and an alumni survey. Results showed that learning is a social process. Compared with traditional lecture, fixed teams, and interacting teams, opportunistic collaboration is the most effective structure in teaching team learning through fostering communication, support, and learning networks. Post-secondary education should endorse opportunistic collaboration learning practices to prepare students for workplace success in a global economy. [ABSTRACT FROM AUTHOR]

Background: Flipped or reverse class model is a new educational method which created a great revolution in education, significantly higher education, based on new technologies.The flipped class is based on the reliable theoretical foundations and represents a unique combination of learning theories. Team-based and collaborativelearning is very inclusive and uses peer evaluation and immediate feedback to ensure individual and team responsibility to promote the learning outcomes. This study aims to provide a scoping of research studies conducted connected to flipped classroom based on team-based and collaborative learning.Methods: This study used a scoping review method to identify, evaluate, and analyze studies on flipped classrooms based on team-based and participatory learning. The study population is the articles related to flipped classroom, team-based learning, and participative learning in higher education from 2012 to 2022. The articles in this review were selected with criteria including articles with features such as Persian or English publishing language. Then, by quantitative or qualitative approaches, done during the last 10 years. Furthermore, the keywords were flipped classroom, collaborative learning, team learning, team-based learning, and higher education.Results: The findings show a positive effect of flipped classrooms on team-based and participative learning. The flipped classroom positively affects peer interaction with teachers, enhances collaboration, strengthens team building, and enhances teamwork.Conclusion: When using a participatory strategy in a flipped classroom, team building, and teamwork strategies could be considered if we look for significant motivational achievements for students. Educators should consider combining the participatory process with active learning methods such as the flipped classroom approach when using the participatory process

Introduction: Team learning plays a crucial role in addressing the shortage of nurses and ensuring that there are enough trained and capable nurses available during times of crisis. This study investigates the extent to which individual learning activities (1) contribute to knowledge sharing in teams and (2) impact the effectiveness of nursing teams. Furthermore, we want to obtain more insight into whether (3) the antecedents of individual psychological empowerment, teamwork preference, and team boundedness contribute to individual learning activities and knowledge sharing in nursing teams. Method: We conducted a cross-sectional questionnaire study of 149 gerontological nurses working in 30 teams in Germany. They completed a survey measuring knowledge sharing, teamwork preference, team boundedness, individual learning activities, psychological empowerment, and team effectiveness (as an indicator of performance). Results: The results from structural equation modeling revealed that individual learning activities contribute to knowledge sharing in teams and, as a result, enhance team effectiveness. In particular, psychological empowerment was found to be associated with individual learning activities, while teamwork preference and team boundedness were related to knowledge sharing. Discussion: The results indicated that the accomplishment of individual learning activities plays an important role in nursing teams, as it is linked to knowledge sharing and, as a result, contributes to team effectiveness. [ABSTRACT FROM AUTHOR]

Research productivity and competence of teachers play a critical role in promoting evidence-based teaching practices and enhancing the quality of education. Hence, this study aimed to determine the effectiveness of Peer-Led Team Learning (PLTL) in enhancing teachers' research productivity and competence. A purposive sampling technique was used to select the 110 teacher participants and the pre-experimental research design was utilized. Statistical treatment such as frequencies, percentages, and weighted mean were used to determine research productivity and teachers' competence. Results revealed that more than 98% (108) out of 110 teacher participants had completed their studies, and teachers possess a high level of competence in action research (AR). Competence about context and rationale (60.91%), proposed innovation, intervention, strategy (67.27%), action research questions (56.36%), action research methods (60.00%), results and discussion (54.55%), and work plan (64.55%) are all in a high level of competence. About 44.54% (49) out of 110 teacher participants were in a moderate level of competence, and almost 2% still in a low level of AR competence. The research output is the best indicator and the most concrete manifestation that the teachers are capable and competent in writing and conducting AR. Completed AR output is a positive determinant of the teachers' knowledge and skills in action research. Likewise, PLTL is an effective strategy for enhancing teachers' competence in AR. Recommended that (1) AR competency-enhancement training through Action Research Kumustahan, Assessment, and Technical Assistance (ARKATA) program be conducted in schools; (2) District-organized and school-based research activities utilizing PLTL strategy be implemented and sustained; and (3) Seminars, training, and development research work-related experience and accomplishments of the teachers be included as one of the criteria in selecting and hiring of teachers. [ABSTRACT FROM AUTHOR]

Summary: Strategic change in organizations prompts pervasive ambiguity. As change initiatives cascade down the hierarchy, they can be met with habitual, inertial responses that ultimately generate negatively charged emotions—or they can prompt novel, experimental behaviors that forestall them. What remains unclear, however, is which factors drive teams, and the leaders that guide them, toward or away from this negative emotional reaction to change. In this study, we integrate social cognitive theory and research on mindfulness to unpack collective responses to change through a field study on 88 teams in a mortgage industry firm undergoing strategic change. We theorize that, when faced with ambiguous goals, team leaders low on mindful attention will lack the necessary cognitive capabilities to enact experimental behaviors—as they neither have clear external goals from senior managers nor internal dispositions to drive their attention into noticing novel information and eliciting unscripted experimental responses. In contrast, the experimental behaviors of team leaders who are high on mindful attention will not be affected by ambiguous goals—and the experimental behaviors of team leaders, in turn, will prompt greater experimental behaviors within their team, thereby lowering the team's negative emotional reaction to change. Finding support for these hypotheses, our study contributes to research on dynamic managerial capabilities, collective responses to organizational change, and mindfulness. [ABSTRACT FROM AUTHOR]

Drawing upon the social network theory and social cognitive theory, this research proposes a model that assesses team performance from the mediating aspect of knowledge application, which represents a team's learning process whereby an effective retrieval mechanism enables the team to access knowledge. In the model, team performance relates to three knowledge facilitators (i.e., team learning orientation, cluster resources availability, and cluster social relationship) via the mediation of knowledge application. The model also takes collective learning efficacy as a moderator. The research hypotheses of this study are tested using data of work teams from a large high-tech industry zone in Taiwan. Finally, this paper presents managerial implications and research limitations based on the empirical results. [ABSTRACT FROM AUTHOR]

Abstract We study whether teams' productivity improves as they gain experience working together. We leverage unique clinical data to observe team experience and individual physician and staff experience in coronary catheterization laboratories. Teams are composed of cardiologists, nurses, and technicians who work together synchronistically. We observe teams and individuals at hospitals across the United States from 2001 to 2009, including the rate at which they gain experience using drug-eluting stents (DES) from their introduction in the US in 2003 onward. We estimate models of productivity and clinical outcomes that account for team experience, physician experience, and staff experience conditional on each other and on time-invariant physician and staff characteristics, hospital-specific monthly effects, and an extensive set of patient-level clinical factors. Greater experience performing DES cases together improves teams' productivity, lowering total case time, procedure time, and non-physician labor costs while leaving clinical outcomes unchanged. In contrast, physicians' and staffs' individual experience with DES does not improve productivity conditional on other factors. The effects of team experience with DES appears generalized, with gains from experience with competitor brands of DES about as large as those from the specific brand of DES being used for a given case. [ABSTRACT FROM AUTHOR]

This paper modifies the original Teaching-Learning-based Optimization (TLBO) algorithm to present a novel Group-Individual Multi-Mode Cooperative Teaching-Learning-based Optimization (CTLBO) algorithm. This algorithm introduces a new preparation phase before the teaching and learning phases and applies multiple teacher-learner cooperation strategies in teaching and learning processes. In the preparation phase, teacher-learner interaction and teacher self-learning mechanism are applied. In the teaching phase, class-teaching and performance-based group-teaching operators are applied. In the learning phase, neighbor learning, student self-learning and team-learning strategies are mixed together to form three operators. Experiments indicate that CTLBO has significant improvement in accuracy and convergence ability compared with original TLBO in solving large scale problems and outperforms other compared variants of TLBO in literature and other 9 meta-heuristic algorithms. A large-scale industrial engineering problem—warehouse materials inventory optimization problem is taken as application case, comparison results show that CTLBO can effectively solve the large-scale real problem with 1000 decision variables, while the accuracies of TLBO and other meta-heuristic algorithm are far lower than CLTBO, revealing that CTLBO can far outperform other algorithms. CTLBO is an excellent algorithm for solving large scale complex optimization issues. [ABSTRACT FROM AUTHOR]

This study highlights how constructs of importance to management in Africa – ambidextrous leadership and team learning – can extend or modify our existing management theories. Adopting an exploratory design with an interpretive philosophy, this study explores how supermarket store managers engage their subordinates in team learning sessions to enable their collective ambidexterity, facilitated by the presence of reflective conversations (RC) and ambidextrous human resource management (HRM) policies and practices. Based on our raw data, we develop a process-based model that shows how ambidextrous leadership behaviors can help develop team-level ambidexterity, including the supporting roles of RC and ambidextrous HRM practices in the process. This model thus seeks to motivate theoretically future ambidexterity research in Africa, as the theoretical ideas and themes in this study can be replicated and be broadly applied to future ambidexterity research on the continent. This model will, therefore, contribute to the theoretical development of African management literature and, accordingly, adds significant value to the mainstream ambidexterity literature. [ABSTRACT FROM AUTHOR]

The construction megaproject team (CMPT) emphasises integration as a megaproject multiteam system (MTS) to facilitate knowledge learning. This paper synthesises the CMPT structure characteristics and team learning processes into a conceptual framework named the CMPT-MTS learning framework to advance future CMPT learning research. The constructs included are identified from published research. A case example is the island and tunnel project of the Hong Kong–Zhuhai–Macao Bridge, which provides practical grounding for framework refinement. The conceptual framework deemed to follow a cyclical pattern identifies the CMPT-MTS structure variables and team learning processes affecting learning outcomes and contextual variables hypothesised to influence the intra- and inter-team interaction. We discuss how the conceptual framework might identify the CMPT learning research gaps for future research. The framework's contribution to the body of knowledge expands our lens to understand team learning practices in the complex CMPT by considering CMPT as an MTS. [ABSTRACT FROM AUTHOR]

IntroductionTeam learning plays a crucial role in addressing the shortage of nurses and ensuring that there are enough trained and capable nurses available during times of crisis. This study investigates the extent to which individual learning activities (1) contribute to knowledge sharing in teams and (2) impact the effectiveness of nursing teams. Furthermore, we want to obtain more insight into whether (3) the antecedents of individual psychological empowerment, teamwork preference, and team boundedness contribute to individual learning activities and knowledge sharing in nursing teams.MethodWe conducted a cross-sectional questionnaire study of 149 gerontological nurses working in 30 teams in Germany. They completed a survey measuring knowledge sharing, teamwork preference, team boundedness, individual learning activities, psychological empowerment, and team effectiveness (as an indicator of performance).ResultsThe results from structural equation modeling revealed that individual learning activities contribute to knowledge sharing in teams and, as a result, enhance team effectiveness. In particular, psychological empowerment was found to be associated with individual learning activities, while teamwork preference and team boundedness were related to knowledge sharing.DiscussionThe results indicated that the accomplishment of individual learning activities plays an important role in nursing teams, as it is linked to knowledge sharing and, as a result, contributes to team effectiveness.

An important task of a basketball coach is to transfer information between game performance and team preparation. Therefore, the goals of this study were twofold: i) to define a framework encompassing the steps of team strategy, training practices, and game performance – the Team Learning Cycle (TLC); ii) to test TLC's support for evaluation of team preparation-competition coherence with a junior basketball team. Team plays were assigned as an independent variable, systematically measured along the TLC. Frequency, diversity, and efficiency (points per possession) of plays performed in a game were compared both with alternatives of plays in the team strategy and emphasis during practices. TLC was implemented in a customized software for improving data acquisition reliability. We used a cluster analysis to group team plays according to similarities of offensive features and we applied Bayesian methods to compute the posterior distributions of the parameters describing minutes planned for team plays and training variables. Plays proportions were compared between practices and game. The 25 plays variations were grouped in seven clusters suggesting strategic diversity. Training presented significant tendencies towards offense phase, with opposition (emphasis on tactics) and situational practices (games and competition) – p(robability) >.90. The seven clusters of plays had a large variance in their training volume. The most frequently performed plays in the game were not those most trained but they had the most points per possession in the game. Results evidence the TLC may help coaches interpret the ongoing learning process of the team, improving team's preparation. [ABSTRACT FROM AUTHOR]