Year-end Sale % OFF 
Abstract
To further develop extant knowledge about the drivers of and conditions affecting team external learning, we studied the relationship between collective team identification and external learning and the moderating effect of psychological safety on this relationship. The results from a field study involving 61 teams show that collective team identification had a positive influence on external learning and that this relationship was moderated by psychological safety. We found an ∩-shaped relationship between collective team identification and external learning in groups with low levels of psychological safety. Excessive collective team identification actually repressed external learning instead of increasing it. The theoretical and practical implications of these results are discussed.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
