The importance of the cultural and creative industries (CCI), for instance for economic growth and innovation dynamics, is increasing globally. To foster the development of the CCI and the professional development of its entrepreneurs, insight into careers in the CCI is needed. Therefore, the current study investigates characteristics of careers in the CCI and linked this insight to motivational and behavioural aspects of professionals in the CCI and to characteristics of their work context. An online-survey with N=61 entrepreneurs working in the CCI in Germany is carried out (over a period of 8 months from October 2021 until June 2022). The mean age of the participating entrepreneurs was M = 46.53 years (SD = 14.26) and ranged from 23 years to 80 years. Concerning gender, 54.1% were female, 42.6% were male, and 1.6% were non-binary. A cluster analysis and an ANOVA are carried out to investigate how careers in the CCI differ regarding different career aspects and individual and work characteristics. The results indicate three clusters concerning the investigated career aspects ‘proactive career behaviour’, ‘career success’, ‘career identity’, and ‘career aspirations’: entrepreneurs with high values (close to sample average), entrepreneurs with very high values (above sample average) and entrepreneurs with moderate values (below sample average). These clusters differ concerning individual characteristics (particularly regarding innovative behaviour) and concerning work characteristics (particularly regarding job complexity). For practice, this study indicates the need to make entrepreneurs in the CCI aware of the importance of various individual and work characteristics for creating a successful career.

•A longitudinal, mixed methods study was conducted among vocational educators.•Identified dynamics in emotions and team learning activities over one school year.•Identified reciprocal relationships between positive emotions and team reflection.•Recommendations for practice are given for vocational educators and team leaders.

Teams become a key resource for organisations to meet different challenges. Thus a high team performance is essential in work context. The aim of this study was to get a deeper understanding of meaningful team learning and team mental models in educational contexts, by analysing the effect of team learning behaviours (TLBs) on the development of task-related team mental model (Task-TMM) and team performance. A three-wave longitudinal survey was conducted among interdisciplinary vocational teacher teams (N = 66 teams with 276 team members). TLBs and team performance were measured by validated scales. Task-TMM was measured by an open question about the work tasks of the teams to achieve its goals. The answers were evaluated by content analysis and categorised according to their semantic similarity. Path modelling of the data shows that TLBs have a positive effect on developing Task-TMM and on team performance in terms of effectiveness, efficiency and innovativeness. Task-TMM has a positive effect on effectiveness but not on efficiency or innovativeness. The results provide insights into how teachers' team performance can be fostered, such as by fostering TLBs creating a learning environment where team members depend on each other to accomplish their work tasks. Especially the longitudinal design and the type of analysis of Task-TMM provides new and deep insights into the relationship between TLBs, Task-TMM and team performance. Through the qualitative approach investigating Task-TMM the study also provides insight into the work tasks of teams in detail.

Team learning toward enhancing innovative work behaviour in vocational educator teams - The relationship between team learning conditions, team learning behaviours and team learning products over time

Purpose The purpose of this paper is to get deeper insight into the complex nature of the relationship between team learning conditions, team learning behaviours (TLBs) and innovative work behaviour (IWB) by considering and combining different neglected aspects in research. Design/methodology/approach A questionnaire was filled out by 593 vocational educators of 117 interdisciplinary work teams in vocational colleges in Germany. Correlations were calculated and structural equation modelling at two levels was conducted. Findings The results indicate that TLBs, especially team reflexivity and boundary spanning, relate positively to IWB. Furthermore, team structure, task interdependence and group potency relate positively to TLBs. It means that TLBs can be fostered by establishing these team learning conditions and, thus, IWB can be fostered. Research limitations/implications The main limitation of the study is that the data collection was cross-sectional. Longitudinal studies are required to capture the dynamic character of team learning and to identify causal relationships. Practical implications It is important to make all employees in vocational education aware of the importance of TLBs especially of team reflexivity and boundary spanning. Originality/value This study provides practical implications for organisations to foster IWB and indications for a better understanding of the relationship between team learning conditions, TLBs and IWB considering and combining different neglected aspects such as examining TLBs separated in one study.

Teams have a high potential for innovation development by carrying out innovative work behaviour (IWB), but research remains limited on how engagement in team learning behaviours (TLBs) can foster IWB among team members. Especially longitudinal studies investigating the dynamic character of both constructs are missing. To clarify the relationship between TLBs and IWB over time, we conducted a three-wave longitudinal survey among interdisciplinary work teams in German vocational education. Based on a sample of 66 work teams with 275 team members consisting of vocational educators, such as teachers, school principals and social workers, a manifest cross-lagged panel model was estimated to capture the dynamic relationship between TLBs and IWB. The hierarchical structure was taken into account and missing data were imputed. The results indicate that knowledge sharing and team reflexivity at the beginning of the teamwork predict future engagement in dimensions of IWB. In the further course of the teamwork boundary spanning becomes an important TLB for IWB. The TLBs that are relevant for IWB are influenced by task interdependence and team structure. The results provide insight into how IWB can be fostered through TLBs over time. At the beginning of a work task, knowledge sharing and team reflexivity should be fostered by encouraging discussion and enriching different perspectives to reach high engagement in IWB. In the further course of teamwork information should be gathered from outside the team, for instance by inviting experts.

The aim of this review was to get insight into the impact of learning behaviors on innovative behavior in work teams. We addressed this issue by carrying out a systematic literature review. Thirty-one articles that reported studies on learning and innovation development in work teams were included in the review. By integrating the correlational findings of the original studies, we found that, at large, all investigated team learning behaviors had an effect on aspects of team innovative work behavior. Concerning specific team learning behaviors, sharing, team reflection, and team activity had the strongest impact on teams' engagement in innovation development. A central conclusion is that learning and innovation development are mutually dependent aspects of teamwork and that fostering one aspect will also be beneficial for the other. Based on our findings, we draw practical implications for fostering team development through enhancing learning behaviors and innovative work behavior in teams.