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Reciprocal learning in teams: Relati...

Zeilstra, Donald.

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Reciprocal learning in teams: Relational practices for securing the best from leadership volunteers in nonprofit organizations.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Reciprocal learning in teams: Relational practices for securing the best from leadership volunteers in nonprofit organizations./
作者:	Zeilstra, Donald.
面頁冊數:	263 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2569.
Contained By:	Dissertation Abstracts International64-07A.
標題:	Business Administration, Management. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3096568

Reciprocal learning in teams: Relational practices for securing the best from leadership volunteers in nonprofit organizations.
Zeilstra, Donald.

Reciprocal learning in teams: Relational practices for securing the best from leadership volunteers in nonprofit organizations. - 263 p.

Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2569.

Thesis (E.D.M.)--Case Western Reserve University, Weatherhead School of Management, 2003.

The volunteer-professional staff relationship is a distinguishing and too often problematic dimension of the functioning of charitable nonprofit organizations. Extending situated learning theory I developed a conceptual model and examined performance and satisfaction in 47 professional-volunteer dyads engaged in fundraising projects. The main result was that effective teams develop work practices and access knowledge from one another in a way that enhances their joint performance.Subjects--Topical Terms:

626628
Business Administration, Management.

Reciprocal learning in teams: Relational practices for securing the best from leadership volunteers in nonprofit organizations.
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245 1 0 $a Reciprocal learning in teams: Relational practices for securing the best from leadership volunteers in nonprofit organizations.
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500 $a Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2569.
500 $a Adviser: Paul F. Salipante.
502 $a Thesis (E.D.M.)--Case Western Reserve University, Weatherhead School of Management, 2003.
520 $a The volunteer-professional staff relationship is a distinguishing and too often problematic dimension of the functioning of charitable nonprofit organizations. Extending situated learning theory I developed a conceptual model and examined performance and satisfaction in 47 professional-volunteer dyads engaged in fundraising projects. The main result was that effective teams develop work practices and access knowledge from one another in a way that enhances their joint performance.
520 $a The conceptual model hypothesized that a dyad's knowledge and practices affect the outcomes, in a manner that is mediated by their relational mode of interaction and dispositional traits. One such mode, termed development and recognition, is characterized by standard human resources management practices that focus on developmental training for volunteers and on public recognition to motivate their performance. A newly postulated mode, termed reciprocal learning, is characterized by distinctive domains of knowledge of the dyad's members, use of opportunities for legitimate peripheral participation (Lave & Wenger, 1991), and frequent interaction in joint planning.
520 $a Constructs for knowledge and practices were developed specifically for this study. In order to strengthen the validity of the study, extant measures of individual goal orientation and interpersonal trust were used in addition to the knowledge and practices constructs to define the contrasted modes of interaction. Goal orientation is a dispositional trait with two dimensions: performance orientation and learning orientation. A relationship orientation construct was adapted from extant measures of trust (Sirdeshmukh, Singh & Sabol, 2002; Ganesan, 1994). The effects of knowledge and practices were hypothesized to be mediated by these orientation constructs with positive association of relationship orientation and learning orientation hypothesized for the reciprocal learning mode and positive association of performance orientation for the development and recognition mode.
520 $a Multiple regression analysis was conducted to test the mediation model. The effects of practices on the outcomes were significantly mediated by relationship orientation. Practices most associated with desirable outcomes were joint planning, recognition and training practices consistent with legitimate peripheral participation rather than developmental training practices. The evidence for distributed knowledge was suggestive. These results were interpreted as suggestive of the postulated reciprocal learning mode of interaction. These results of this research can provide guidance for scholars and practitioners interested in securing the best from high level volunteers in mission-critical activities of nonprofit organizations such as fundraising and governance.
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