To enhance training and effective leadership in an organization, leaders have the main role of creating frameworks and environments that can enhance team learning. Learning is a continuous process whereby human resource intellectualism is improved via direct and indirect mechanisms. Learning facilitates products development and hatches invention and innovativeness within an organization.
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Team learning takes the shape of two main dimensions: to coach and to mentor staffs coaching involve the daily routines where leaders and managers interact with their staffs and help them recognize their talents and nature them (Crother-Laurin, 2006).
As much as managers have the primal role of guiding their teams to the attainment of an organizations goals, they should realize that every step they make has a lesson that it give to the employees; they should always act in good faith of the company and encourage innovation, teams work and good human relations.
When it comes to mentorship, it is a delicate training programs that are made by the management to address different areas that they feel that the organization has a deficit: training, mentoring and to some extent coaching offers and employee the basic knowledge required in doing something, however they do not build to positive results.
To enhance team learning, management should go further than coaching and training, it should offer employees a chance to face challenges; this will enhance teamwork and team spirit.
When a company has well managed team learning system then it assists in:
- New entreats appreciate the culture of the team (knowledge of organizational culture and quicker adoption of change.
- Leads to improvement of processes and products
Creates orchestrate teams and high team spirit (Parker, 2009).
Zellmer-Bruhn and Gibson Article
In the article, by Zellmer-Bruhn and Gibson, called “Multinational Organization Context: Implications For Team Learning And Performance,” the writers are of the opinion that MNC (multinationals) have a chance of exploring getting higher talents, experiences and intellectual capacity form the diversity of their employees.
However, the approach they take to tap the human assets is what determines whether they will attain the objectives of an effective team learning strategy. The article is of the view that organizations that encourage and emphasis on knowledge management policy and respect for diversity, are more likely to build teams that are open to learn.
The organizations have an emphasis on task-organizational culture and their teams are more goal-oriented teams that they are leader-oriented; however, they do not disregard the role that leaders play in enhancing team earning.
On the other hand, those MNCs that adopt policies of globalization culture are less likely to grow team-learning spirit within their organizations; the writers are of the opinion that learning take place with respect among people and respect for each other’s opinion.
Expatriates are also addressed in the article where the writers advise that they should be well managed and integrated in the culture and believes of the community that they are working in, doing this will facilitate the interaction and transfer of knowledge from and to the team members. The writers feel that globalization has come at the right time to aid development of talents, knowledge and to enhance innovation and invention.
At the end of the article, the writers are of the opinion that multinationals should maximize internal team processes and strengthen knowledge management policies. MNCs should not emphasize on global integration; however, they should focus on improving task performance and interpersonal relations (Zellmer-Bruhn and Cristina, 2006).
Crother-Laurin, C. ,2006. Effective Teams: A Symptom of Healthy Leadership. The Journal for Quality and Participation, 29(3), p. 4.
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Parker, G. ,2009.Team Leadership: 20 Proven Tools for Success. New Jersey: Human Resource Development Press.
Zellmer-Bruhn, M., and Cristina, G.,2006. Multinational Organization Context: Implications for Team Learning and Performance. Academy of Management Journal, 49(3), PP.501–518.