Overcoming asymmetric goals in teams: The interactive roles of team learning orientation and team identification.

2015 ◽  
Vol 100 (3) ◽  
pp. 735-748 ◽  
Author(s):  
Matthew J. Pearsall ◽  
Vijaya Venkataramani
Keyword(s):  
Team Learning ◽  
Team Identification ◽  
Learning Orientation

From orientation to behavior: The interplay between learning orientation, open-mindedness, and psychological safety in team learning

2019 ◽  
Vol 72 (11) ◽  
pp. 1726-1751 ◽  
Author(s):  
Jean-François Harvey ◽  
Kevin J Johnson ◽  
Kate S Roloff ◽  
Amy C Edmondson
Keyword(s):  
Team Learning ◽  
Psychological Safety ◽  
Theory And Practice ◽  
Team Development ◽  
Learning Orientation ◽  
Key Factors ◽  
Team Members ◽  
New Ideas ◽  
Time Lagged ◽  
Learning Team

Do teams with motivation to learn actually engage in the behaviors that produce learning? Though team learning orientation has been found to be positively related to team learning, we know little about how and when it actually fosters team learning. It is obviously not the only factor that may impact learning in teams. Team psychological safety, or the way team members feel about taking interpersonal risks, is another important factor associated with team learning. Team open-mindedness, or the degree of curiosity that teams have for new ideas, is also likely to impact team learning. So far, these factors have been investigated independently of each other. In this article, we draw from theory on team development and goal achievement to develop a model of team learning that includes them. We report the results from a time-lagged, survey-based study designed to test our model. We found that the relationship between team learning orientation and team learning is mediated by team psychological safety. Yet, this is only true when team open-mindedness is low, not when it is high. We thus reveal initial patterns of interaction and discrimination among key factors that are related to team learning in ways that contribute to both theory and practice.

Examining the Cross-Level Influence of Dispositional and Team Goal Orientations on Employee Self-Regulation and Performance in a Complex Task Environment

2016 ◽  
Vol 52 (4) ◽  
pp. 396-421 ◽  
Author(s):  
Tal Katz-Navon ◽  
Esther Unger-Aviram ◽  
Caryn Block
Keyword(s):  
Negative Affect ◽  
Job Performance ◽  
Team Learning ◽  
Employee Performance ◽  
Self Regulation ◽  
Cognitive Strategies ◽  
Goal Orientations ◽  
Learning Orientation ◽  
Complex Tasks ◽  
Regulatory Processes

The study examined the mediating role of individual’s self-regulatory processes of deep cognitive strategies (meaningful learning rather than a reproduction of knowledge) and negative affect in the relationship between dispositional and team goal orientations and team member’s performance of complex tasks. Thirty-three research and development teams and their managers participated. Results demonstrated that dispositional performance orientation (focus on success) increased negative affect, which, in turn, lowered employee job performance. Whereas team learning orientation (focus on learning and improvement) decreased negative affect, which, in turn, was associated with higher employee job performance. Additionally, both dispositional and team learning orientations were positively and significantly associated with individuals’ use of deep cognitive strategies. However, deep cognitive strategies were not associated with employee performance. Findings suggest that managers of teams performing complex tasks may want to consider ways to create and sustain a high learning orientation in order to reduce negative affect and increase use of deep cognitive strategies within their teams.

Making sense of a setback together: How team learning orientation affects team thriving

2019 ◽  
Vol 2019 (1) ◽  
pp. 10559
Author(s):  
Tracy Barbera ◽  
Matthew Pearsall ◽  
Jessica Siegel Christian
Keyword(s):  
Team Learning ◽  
Learning Orientation ◽  
Making Sense

The Interplay between Learning Orientation, Openness and Psychological Safety in Team Learning

2018 ◽  
Vol 2018 (1) ◽  
pp. 11101
Author(s):  
Jean-François Harvey ◽  
Kevin J. Johnson ◽  
Kathryn Sarah Roloff
Keyword(s):  
Team Learning ◽  
Psychological Safety ◽  
Learning Orientation

scholarly journals Teaming Up or Down? A Multisource Study on the Role of Team Identification and Learning in the Team Diversity–Performance Link

2017 ◽  
Vol 44 (1) ◽  
pp. 38-71 ◽  
Author(s):  
Ruth van Veelen ◽  
Elze G. Ufkes
Keyword(s):  
Team Learning ◽  
Diversity Index ◽  
Team Identification ◽  
Valuable Insight ◽  
Subjective Measures ◽  
Demographic Diversity ◽  
Team Identity ◽  
Team Diversity ◽  
And Performance

Prior literature paints an incoherent picture on the relationship between team diversity and performance. The current article investigates circumstances under which demographic diversity (gender and nationality) facilitates performance. Based on the categorization–elaboration model, we build a theoretical framework to demonstrate the crucial role of team learning and efficacy as mediators, and team identification as a moderator to understand how and when demographic diversity facilitates team performance. In a cross-sectional study among 72 project teams, data were collected from multiple sources (self-reports, database, and performance assessments) to obtain objective and subjective indices of team diversity and performance. Results from a multigroup structural equation model showed that team diversity facilitated performance for teams with a strong, but not a weak, collective team identity. Second, team diversity facilitated performance through increased team learning and team efficacy only for teams with a strong team identity. Finally, multisource data revealed a different pattern of results for objective and subjective measures. The objective diversity index seemed a more powerful predictor of performance compared with the subjective index, particularly for strongly identifying teams. These findings provide valuable insight for increasingly diversifying organizations, on the circumstances under which team diversity’s potential flourishes. Moreover, it underlines the importance of data triangulation as objective and subjective measures of diversity are conceptually different and show incoherent empirical findings in the diversity–performance link across extant literature.

The action mechanism of team learning orientation in promoting team performance

2018 ◽  
Vol 46 (4) ◽  
pp. 581-596
Author(s):  
Yilin Wang ◽  
Jiasu Lei
Keyword(s):  
Team Performance ◽  
Team Learning ◽  
Learning Orientation ◽  
Mediating Role ◽  
Team Task ◽  
Member Exchange ◽  
Motivated Information Processing ◽  
The Relationship ◽  
Level Performance ◽  
Positive Effect

We applied the motivated information processing in group (MIP-G) model to examine the relationship between team learning orientation and team performance by conducting a field study of 226 employees in 35 teams. The results showed that team learning orientation was positively related to team performance, and that team task reflexivity played a partially mediating role in this relationship. Further, team leader–member exchange differentiation strengthened the positive effect of team learning orientation on team task reflexivity, which, in turn, strengthened the indirect effect of team learning orientation on team performance via the mediator of team task reflexivity. From a theoretical standpoint, we have extended the literature on team-level performance, and from a practical perspective, our results have implications for the management of teams.

Goal orientations, absorptive capacity, and NPD team performance: evidence from China

2019 ◽  
Vol 13 (2) ◽  
pp. 489-510
Author(s):  
Haishan Liang ◽  
Wei Sun ◽  
M.M. Fonseka ◽  
Feng Zhou
Keyword(s):  
New Product Development ◽  
Team Performance ◽  
Absorptive Capacity ◽  
Team Learning ◽  
Current Knowledge ◽  
Goal Orientations ◽  
Knowledge Bases ◽  
Learning Orientation ◽  
Content Type ◽  
External Knowledge

Purpose The purpose of this paper is to investigate the relationships between different types of team goal orientations (team learning orientation, team prove orientation and team avoid orientation) and team performance in new product development (NPD) and how these relationships are mediated by team absorptive capacity. Design/methodology/approach Data were collected through two surveys from 71 NPD teams and analyzed by the confirmatory factor analysis, correlation and hierarchical regression analysis methods. Findings The authors find that both teams’ learning and prove orientations are positively related to their absorptive capacity, which leads to increasing team performance in NPD. Further, the authors find support for the mediating role of team absorptive capacity in connecting team learning orientation and team prove orientation with team performance in NPD. Practical implications For practitioners, this paper suggests that to benefit from their NPD team efforts, firms with innovative aspirations should consider their existing and desired access to external knowledge sources and particularly the extent to which they can successfully integrate external knowledge with their internal knowledge structure. Originality/value The explication of team absorptive capacity is as a key mechanism through which different goal orientations of NPD teams inform the ability to successfully develop new products. By integrating the concepts of team goal orientations, team absorptive capacity and team performance in NPD, the authors seek to gain a better understanding of why some firms are more likely to do better than others in NPD. Findings of this paper extend concept of the nomological network on how absorptive capacity may serve as a direct outcome of different goal orientations. This paper responds to how Chinese firms can increase their innovative performance by infusing their current knowledge bases with external knowledge and extends the literature on knowledge management and managerial ties on innovation.

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