Power Asymmetry, Egalitarianism and Team Learning -- Part 1: Conceptualizing the Moderating Role of Environmental Hardship

Autor/inn/en	Sinha, Ruchi; Stothard, Christina
Titel	Power Asymmetry, Egalitarianism and Team Learning -- Part 1: Conceptualizing the Moderating Role of Environmental Hardship
Quelle	In: Learning Organization, 27 (2020) 5, S.389-401 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-6474
DOI	10.1108/TLO-01-2020-0018
Schlagwörter	Power Structure; Cooperative Learning; Teamwork; Peer Relationship; Environmental Influences; Models; Group Dynamics; Social Behavior + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Peer-Beziehungen; Environmental influence; Umwelteinfluss; Analogiemodell; Gruppendynamik; Social behaviour; Soziales Verhalten
Abstract	Purpose: This paper aims to understand the effects of team power asymmetry (hierarchy) on team learning. Design/methodology/approach: Literature suggests that power asymmetry can hurt team learning due to unequal interactions. The authors integrate the situated focus theory of power and the theory of adversarial growth to propose that environmental hardship can moderate this relationship. Such that, under environmental hardship there is a shift in power relations within hierarchical teams, such that power asymmetry positively relates to team learning via increased team egalitarianism (interactional equality). Findings: The study is presented in two parts. Part 1 reviews the literature and builds the theoretical arguments for the conceptual model, while Part 2 empirically examines the model on a sample of military teams. In Part 1, the authors propose a theoretically derived model and directions for future research in team power, dynamics and learning. Research limitations/implications: It provides directions to empirically validate a contingency-based model to resolve the dilemma of creating equality and high levels of team learning in hierarchical teams. Originality/value: The conceptual model and hypotheses contribute to the team learning literature by theoretically clarifying the conditions under which power asymmetry is likely to improve team learning. [For "Power Asymmetry, Egalitarianism and Team Learning -- Part II: Empirical Examination of the Moderating Role of Environmental Hardship," see EJ1294401.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01