• International journal of advanced smart convergence
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• v.13 no.1
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• pp.152-161
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• 2024

The purpose of this study sought to determine the impact of shared leadership perceived by organizational members on team effectiveness and team learning behavior. For this purpose, the results of the empirical analysis of 206 organizational members are as follows. First, shared leadership was analyzed to improve team effectiveness. Second, shared leadership had a positive effect on team learning behavior. Third, team learning behavior was statistically significantly analyzed for team effectiveness. This study confirmed the importance of shared leadership, which has a positive impact on team effectiveness and team learning behavior. This may require building a new culture that can demonstrate the inherent leadership of organizational members in the influence relationship between shared leadership, team effectiveness, and team learning behavior. In other words, in order to systematically demonstrate and implement shared leadership, the execution ability of executives, managers, and working-level managers is important. To this end, it is necessary to build an organizational culture that matches the characteristics of the organization and develop and continuously implement human resource development systems and programs that can implement this.

• Journal of The Korean Association For Science Education
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• v.24 no.1
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• pp.171-182
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• 2004

The purpose of this study is to analyze lesson plans from third to sixth grades of science and to find out teaching strategies in respects of learning functions provided by preservice elementary teachers in education university. On the whole, to control students' learning process preservice teachers used more shared-regulation strategy than strong teacher-regulation one. Teaching activities for regulative learning function were most used in strategy of strong teacher-regulation, and in strategy of shared-regulation those for cognitive learning functions were most used. But teaching activities for affective learning functions were used a little considered in both teaching strategies. In introduction step of instruction, affective and regulative learning functions were more instructed by strong teacher-regulation strategy and cognitive learning functions were more instructed by shared-regulation strategy. The affective, cognitive, and regulative learning functions were largely planned by shared-regulation teaching strategy in development. The regulative learning functions were planned by strong teacher-regulation strategy than by shared-regulation strategy and affective learning functions were considered a little bit in consolidation. There was a tendency that strong teacherregulation strategy was increased in lessons for fifth and sixth grade.

• The Journal of the Korea Contents Association
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• v.18 no.6
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• pp.574-599
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• 2018

The purpose of this study is to suggest implications for the importance of shared leadership of leaders by analyzing the influence of learning orientation and unlearning on the recognition of leader's shared leadership and employees'. The questionnaire survey was conducted on the employees who work as knowledge workers in the domestic SMEs. A total of 387 questionnaires were collected using SPSS 24.0 statistical package. The results of this study were that the relationships between a leader's shared leadership and innovation behavior, shared leadership and learning orientation, and learning orientation and innovation behavior were positive. In addition, learning orientation mediated in the relationship between shared leadership and innovation behavior, and unlearning reinforced the relationship between shared leadership and learning orientation. The implication of this study is that the employees themselves need continuous reinforcement activities for active unlearning and learning orientation in order to improve the innovation behavior of the employees. In addition, the shared leadership of leaders in employees and organization is more important.

• Knowledge Management Research
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• v.6 no.2
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• pp.67-90
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• 2005

Attention has been focused recently on the concept of shared cognition which encompasses the notion that effective team members hold knowledge that is overlapping and complementary with teammates. This shared cognition is expected to improve team effectiveness. In contrast to the continued efforts in developing theoretical approach of shared cognition, empirical studies are meager. Thus, we conducted an empirical study to investigate the role of shared cognition on team effectiveness. This study classifies shared cognition into two types, team mental model and transactive memory system, by shared meaning. A total of 121 new product development teams in the IT industry were surveyed for the data collection. The results of analysis can be summarized as follows: first, team mental model has a positive influence on team performance, team innovative behavior and team learning effect. And the relation with team mental model and team performance is moderated by the similarity of knowledge structure among the expert. Second, transactive memory system has a positive influence on team performance, team innovative behavior and team learning effect.

• Journal of Digital Convergence
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• v.15 no.11
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• pp.375-383
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• 2017

The purpose of this study was to identify the effects of metacognition on learning flow of Team-Based Learning(TBL) in nursing students and verify the mediating effects of shared leadership on the relationships between metacognition and learnig flow. Data were collected via survey from 98 nursing students to participate in TBL for 6weeks, in June 2017. The results were as follows: There was a significant correlation with metacognition, shared leadership and learning flow. Metacognition had a positive effect on learning flow. Shared leadership had a partial mediating effect in the relationship between metacognition and learning flow. Conclusively, this results indicate a need to develop programs that effectively promote the shared leadership and maximize metacogniton Team-Based Learning(TBL) in nursing students.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.8 no.1
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• pp.111-125
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• 2013

This study is to find out that how the personal, collective, and organizational learning method three learning organization affect the job satisfaction, organizational commitment, and innovative action through the questionnaire of company members, and to verify the moderating effects of shared values in this relation. The results show that three learning organization have a positive effect on the job satisfaction, and a partial effect on organizational commitment and innovative action, and shared values influence positively on the job satisfaction, organizational commitment, and innovative action. The moderating effects of shared values in the relation between three learning organization and Organizational Effectiveness are as follows : First, shared values can moderating the influence of collective and organizational learning organization on the job satisfaction, but can't moderating the relation between a personal learning method and the job satisfaction. Second, shared values can moderating the influence of collective and organizational learning organization on the organizational commitment, but can't moderating the relation between a personal learning method and the organization commitment. Third, shared values can moderating the influence of personal and organizational learning organization on the innovative action, but can't moderating the relation between the collective learning method and the innovative action.

• International Journal of Human Ecology
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• v.10 no.1
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• pp.1-11
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• 2009

The effect of learning orientation on company innovation and innovation capability are explored based on survey data collected from 154 small and medium-sized manufacturing firms. The theoretical links between learning orientation and company innovation as well as innovation capability are investigated in four research models that compare textile and non-textile manufacturing firms. Learning orientation has a significant effect on company innovation and innovation capability in the model test. However, some of the three segmented factors (commitment to learning, shared vision, and open-mindedness) of learning orientation had no significant effect on company innovation and innovation capability. Company innovation and innovation capability of textile manufacturing firms are predicted by the commitment to learning and shared vision, whereas those of non-textile firms were determined by shared vision and open-mindedness. Differences show that firms may need to put weight on some distinctive aspects of learning orientation according to the business categories in order to enhance company innovation.

• Educational Technology International
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• v.10 no.2
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• pp.63-83
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• 2009

The purpose of this study was to investigate the cognitive mechanism of e-Learning contents development projects on the basis of the Shared Mental Model theory perspective. To pursue the purpose, a theoretical model and several hypotheses were developed based on relevant literature. Thirty five (35) e-Learning contents development teams composed of 202 instructional designers from for-profit professional e-Learning companies in Korea were participated in this study. For the analyses of the fit of the Model and parameter estimations, Structural Equation Modeling (SEM) method was employed. As hypothesized, e-Learning contents development team members' interaction leads to higher SMMs which in turn facilitate member satisfaction within the team. Meanwhile, the frequency of interaction among team members decreases as projects progress.

• Journal of Digital Convergence
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• v.14 no.12
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• pp.303-311
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• 2016

This study was to identify the effects of shared leadership on team performance and team commitment of Team-Based Learning(TBL) in nursing students and verify the mediating effects of team trust on the relationships between shared leadership and team performance and team commitment. Data were collected via survey from 99 nursing students to participate in TBL for 6weeks, in June 2016. The major findings were as follows: Shared leadership had a significant correlation with team performance and team commitment and team trust. Shared leadership had a positive effect on team performance and team commitment. Team trust had a partial mediating effect in the relationship between shared leadership and team commitment. The results of study show that shared leadership of TBL is very important for high team performance and team commitment and shared leadership make effect on team commitment under the mediation of team trust. Therefore, it is necessary to increase shared leadership and team trust for high team effectiveness in TBL.

• Journal of Science Education
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• v.43 no.2
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• pp.239-257
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• 2019

This study attempts to understand the context of shared learning in the trading zone formed by teachers from different backgrounds and the process in which this shared learning varies in the educational context, focusing on the case of 'Woodwork Science Education Study Group.' To do this, data was collected through in-depth interviews with eight teachers who participated in the 'Woodworking Science Education Research Group' and analyzed their responses based on grounded theory. As a result, the causal conditions of the teachers' research group were 'various contexts of entering the trading zone' and the central phenomenon was 'encounter with learning in the trading zone.' Contextual conditions affecting this phenomenon were 'woodwork as a boundary object and individual transfiguration experience,' and action/interaction strategy was 'various efforts and influences in the field.' The intervention condition was 'practical effort and experience in educational field.' Final result in this model is 'the new practice of learning shared in the trading zone.' In selective coating, it was found that the practice of the teacher's research group appears as four types of' 'Extracurricular creative experience type,' 'career education type,' 'curricula education type,' and 'school management type.' The results of this study suggest that the shared learning and antonymous practice among teachers in the teachers' research group as trading zone do not only meet their learning needs but also lead to various teaching practices in the individual teachers' context of education and improve the diversity and quality of education.