Abstract

Using data from 310 executive MBA students in 66 teams on a business simulation project, we explored (a) how shared leadership and team learning behaviors influence each other over time in self-managed teams, and (b) how the stability of the leadership network structure (i.e., network churn) is associated with team learning behaviors. We found that shared leadership stimulated team learning behaviors in a manner consistent with previous research at the early stages of teams' work together, but not at the middle and later stages of the task. We also found that teams that engaged in more learning behaviors early in the task were more likely to keep their leadership network structure stable. This stability was positively associated with team learning behaviors at the midpoint and end of the task. We use these findings to elaborate theory on how leadership and learning in self-managed teams develop, change, and influence each other over time.

Keyword

DYNAMICS ;  NETWORK ;  network churn ;  ORGANIZATIONS ;  PERFORMANCE ;  ROUTINES ;  self-managed teams ;  shared leadership ;  team learning behaviors ;  time ;  WORK

Abstract

In this study, we examine how power dynamics influence team learning behavior in self-managing teams over time. Using a longitudinal approach and measures of power based on network methodologies, we collected data from 377 executive MBA students in 79 teams on a start- up simulation project at the beginning, midpoint, and end of their work. We found that power dynamics influenced team learning behavior and the structure by which leadership was shared among members. These relationships were weaker when the power distance was unstable, and when teams were at the temporal midpoint of their work. These findings have implications for how power and learning in teams develop over time and support a socialized power perspective on team learning behaviors.

Keyword