Abstract
This paper presents a model of team learning and tests it in a multimethod field study. It introduces the construct of team psychological safety—a shared belief held by members of a team that the team is safe for interpersonal risk taking—and models the effects of team psychological safety and team efficacy together on learning and performance in organizational work teams. Results of a study of 51 work teams in a manufacturing company, measuring antecedent, process, and outcome variables, show that team psychological safety is associated with learning behavior, but team efficacy is not, when controlling for team psychological safety. As predicted, learning behavior mediates between team psychological safety and team performance. The results support an integrative perspective in which both team structures, such as context support and team leader coaching, and shared beliefs shape team outcomes.
Highlights
This paper presents a model of team learning and tests it in a multimethod field study
To test hypotheses relating team shared beliefs, learning behavior, and performance, I conducted a series of regression analyses, using customers' ratings of team performance as the dependent variable and measures obtained from team members as regressors
Regressing team learning on team performance reveals that learning behavior is a significant predictor of team perfor
Summary
This paper presents a model of team learning and tests it in a multimethod field study. It introduces the construct of team psychological safety-a shared belief held by members of a team that the team is safe for interpersonal risk taking-and models the effects of team psychological safety and team efficacy together on learning and performance in organizational work teams. Incontrast,organizationalearningresearch has emphasized cognitiveand interpersonalfactors to explaineffectiveness, showing, for example, that individualst'acit beliefs about interpersonalinteractioninhibitlearningbehaviorand give rise to ineffectiveness in organizations(e.g., Argyris,1993).
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
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 call
