Abstract
In this study, we examine how power dynamics influence team learning behavior in self-managing teams over time. Using a longitudinal approach and measures of power based on network methodologies, we collected data from 377 executive MBA students in 79 teams on a start- up simulation project at the beginning, midpoint, and end of their work. We found that power dynamics influenced team learning behavior and the structure by which leadership was shared among members. These relationships were weaker when the power distance was unstable, and when teams were at the temporal midpoint of their work. These findings have implications for how power and learning in teams develop over time and support a socialized power perspective on team learning behaviors.
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