Improving Team Learning in Military Teams: Learning-Oriented Leadership and Psychological Equality

Autor/inn/en	Stothard, Christina; Drobnjak, Maya
Titel	Improving Team Learning in Military Teams: Learning-Oriented Leadership and Psychological Equality
Quelle	In: Learning Organization, 28 (2021) 3, S.242-256 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-6474
DOI	10.1108/TLO-12-2019-0174
Schlagwörter	Armed Forces; Leadership Styles; Military Personnel; Cooperative Learning; Vertical Organization; Foreign Countries; Organizational Learning; Australia + Suchen Sie Ihr Suchwort? Military; Militär; Führungsstil; Kooperatives Lernen; Ausland; Organisationslernen; Australien
Abstract	Purpose: The study aims to propose and test how leadership styles (learning-oriented, transformational and transactional leadership) and a new construct, psychological equality, help overcome the typically negative effect of rank disparity on team learning. Design/methodology/approach: Militaries have a rigid hierarchy, and rank disparity (hierarchy) inhibits team learning. However, little (quantitative) attention has been paid to understanding the factors that might help overcome the inhibiting effect of hierarchy on military team learning. This study evaluates how learning-oriented leadership helps military teams to learn by improving a sense of psychological equality. Findings: Learning-oriented leadership supported greater psychological equality and team learning than either transformational or transactional leadership. Additionally, psychological equality significantly improved team learning. Together, learning-oriented leadership and psychological equality were found to support team learning within hierarchical teams. The findings show that team rank disparity does not inevitably stifle team learning. Research limitations/implications: Cross-sectional archival and self-report data limits drawing causal conclusions; further, longitudinal studies should be undertaken to extend and test the proposed causal relationship modeled in this study. Practical implications: Generating team learning within the military does not require dismantling traditional military command, communication and control structures; instead, specific leadership behaviors (e.g., sharing information, coaching and avoiding blame or shame) can support psychological equality and increased team learning within military's established command and control structures. Originality/value: This study answered recent calls to identify the contingencies shaping team learning; improving psychological equality enhances team learning while maintaining the benefits of a clear hierarchical structure (e.g. military command and control). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01