کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
275746 1429674 2015 13 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
Does team stability mediate the relationship between leadership and team learning? An empirical study among Dutch project teams
ترجمه فارسی عنوان
آیا ثبات تیم باعث ارتباط بین رهبری و یادگیری تیم می شود؟ یک مطالعه تجربی در میان تیم های پروژه هلندی
کلمات کلیدی
رهبری، ثبات تیم، رفتارهای تیمی یادگیری، تیم پروژه
موضوعات مرتبط
مهندسی و علوم پایه سایر رشته های مهندسی مهندسی عمران و سازه
چکیده انگلیسی


• Both task & person-oriented leadership influences team learning and performance.
• Person-oriented mitigates impact of task-oriented leadership on team learning.
• Team stability influences the prevalence of team learning in project teams.
• Team stability does not mediate the team leader - team learning relationship.
• Leadership and team stability combined explain most variance in team learning.

An exploratory field study was conducted among 30 project teams in the sectors of building and utilities, engineering and construction, infrastructure, and area decontamination and development in the Netherlands. It examined the influence of leadership on team learning behaviors and included team stability as a potential mediator, all analyzed at the team level using structural equation modeling. Results indicated that both person-oriented and task-oriented leadership behaviors were directly and positively related to team learning. Team stability did not mediate the relationship between leadership and team learning; however, a strong direct relationship between team stability and team learning was found. These findings have implications for interventions by all stakeholders of project teams (i.e., team members, project managers, and supervisors) aimed at increasing team learning. Suggestions are presented for leadership practices that stimulate project team learning behaviors.

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: International Journal of Project Management - Volume 33, Issue 2, February 2015, Pages 406–418
نویسندگان
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