Study On Team Learning Behavior In The Innovation Team Of College Students

Today,with innovation driven development,college student innovation teams have become an effective carrier for cultivating innovative talents.Among them,a large number of innovations derived from incubation make the role of college student innovation teams self-evident.However,in order to maximize the effectiveness of college student innovation teams to cultivate outstanding innovative talents,team learning behavior is an essential core process.It is of great importance and necessity to study team learning behaviors in college student innovation teams.Most of the current research on team learning behavior is focused on enterprise employee teams,which has resulted in few teams learning behavior measurement tools specifically for college students' innovative teams.Therefore,in order to discuss the issues related to team learning behavior in the college student innovation team,this study took 530 individual members and 61 teams(211 individual members)in the college student innovation team as the research objects,and adopted a questionnaire survey to revise a survey questionnaire suitable for the team learning behavior of the college student innovation team;and on this basis,the team-level description and analysis of the status and influencing factors of the team learning behavior in the college student innovation team.The main research conclusions are as follows:(1)The team learning behavior questionnaire in the college student innovation team is composed of 15 items and 4 dimensions,which are problem solving,local learning,distal learning and building knowledge base,the questionnaire has good reliability and validity.(2)The team learning behavior of the innovation team of college students is at a relatively high level as a whole,with the highest local learning level and the lowest distal learning level among the four dimensions.There are significant differences in team learning behavior and its dimensions between different team demographic variables:(1)At the level of team learning behavior,teams established between 1-3 years and more than 3 years are significantly higher than those established within 1 year(2)In terms of problem solving,the 985 university team is significantly higher than the non-985 and non-211 university teams,and the team with the establishment time of 1-3 years and more than 3 years is significantly higher than the team with the establishment time of less than 1 year;(3)On the local learning level,the 985 university team is significantly higher than the non-985 and non-211 university teams;(4)On the distal learning level,the team with a establishment time of more than 3 years is significantly higher than the team with a establishment time of less than 1 year,and the team with more than 11 people Significantly higher than the team of 1-3 people.(3)Both servant leadership and shared leadership have a positive predictive effect on team learning behavior.Among them,shared leadership plays a significant intermediary role in the prediction of team learning behavior by servant leadership.(4)Shared leadership plays a significant intermediary role in servant leadership's prediction of local learning,and at the same time,task complexity significantly positively regulates shared leadership's prediction of local learning.