Team Learning Goal Research Articles

양면적 리더십, 포용 인식, 팀 혁신 행동 간의 관계 팀 학습목표지향성의 조절된 매개효과

Ambidextrous leadership is characterized with displaying and switching two kinds of leader behaviors, open and closed leader behaviors, flexibly depending on the situation. Despite reported empirical evidence showing the positive impact of ambidextrous leadership on team innovative behavior, few studies have specifically examined the mechanism explaining how ambidextrous leadership increases team innovative behavior. This study attempts to examine perceived inclusion as a mediator and team learning goal orientation as a moderator to better understand its underlying psychological process and boundary condition. We collected survey data from a total of 431 people (85 teams) working in public organizations and created team-level variables by aggregating individual responses into team-level measures. Our analyses confirmed that ambidextrous leadership can enhance team innovative behavior and more importantly, this relationship is mediated by increased team members’ perceived inclusion. In addition, this mediation effect was significantly moderated by team learning goal orientation. Practically, this research suggests that team innovative behavior can be promoted by a leader with an ambidextrous view whose ability to deal with conflicting needs can effectively instill a sense of inclusion among team members and this relationship would be stronger with a team high in learning goal orientation.

Not Always Helpful: Linking Intrateam Helping Types to Team Effectiveness From a Role Theory Perspective

Existing research on intrateam helping has predominantly taken a positive view on its impact on teams, overlooking the potential negative consequences that helping may elicit. To account for divergent implications of intrateam helping, we differentiate two types of helping that can manifest during teamwork: team autonomous helping and team dependent helping. Integrating this dual-type view of helping with a role theory perspective on teamwork, we propose a theoretical model that delineates the relationships among team goal orientations, two types of intrateam helping, team role-based functions (i.e., team role overload, team role coordination, and team role breadth self-efficacy), and team effectiveness. To test our model, we conducted two multi-wave survey studies, including 110 student project teams (Study 1) and 80 manufacturing teams in a pharmaceutical company (Study 2). Overall, the results showed that team autonomous helping benefited team role-based functions and ultimately team effectiveness, whereas team dependent helping hindered them. We also found that team learning goal orientation drove the occurrence of team autonomous helping in both studies, while team performance goal orientation drove team dependent helping in Study 1. By distinguishing between autonomous and dependent types of intrateam helping, and examining their unique motivational roots and divergent implications for teams, this research advances the extant literature by providing a more balanced account of the nature of helping in teams.

The Effect of Mutual Help Behavior on Employee Creativity—Based on the Recipient’s Perspective

This paper explores the effect of the recipient’s acceptance of help on his or her personal creativity in mutual aid behavior from the perspective of the recipient and explores the mediating role of learning between the two and the moderating role of the target atmosphere. Through the two research methods of a scenario experiment and questionnaire survey, sample data were collected for screening and analysis, the research hypothesis was verified, and three main research conclusions were drawn. The study suggests that employees’ acceptance of help in work situations is positively correlated with their individual creativity, and that individual learning plays an intermediary role between receiving help and employee creativity. The team-learning, goal-oriented atmosphere and the atmosphere of goal recognition can adjust the relationship between the acceptance of help behavior and individual learning, and the perception of a team-learning, goal-oriented atmosphere plays a positive adjustment role, that is, the higher the team-learning goal orientation level, the greater the impact of employees’ acceptance of help behavior on their own personal learning, and the team proves that the perception of a goal-oriented atmosphere plays a negative adjustment role, that is, the lower the team’s orientation to the goal-oriented level, the greater the impact of employees’ acceptance of help behavior on their own personal learning. This study deepens the study of the relationship between mutual aid behavior and creativity and has a certain guiding significance for managerial practice.

An integration-and-learning perspective on gender diversity in self-managing teams: The roles of learning goal orientation and shared leadership.

Contemporary organizations commonly use self-managing teams to structure work as a way to achieve competitive advantage. Although diversity on visible demographic characteristics-such as gender-is a critical determinant of team functioning, our knowledge about when and how gender diversity affects performance in self-managing teams is still nascent. Building upon the integration-and-learning perspective and recent developments in the information and decision-making approach on diversity, we investigate when (team learning goal orientation as a contingency factor) and how (shared leadership as a structural mediating mechanism) gender diversity benefits task performance in self-managing teams. We conducted two studies to test our hypotheses. In Study 1, we studied 66 teams that participated in a team simulation. As expected, we found that team learning goal orientation acted as a boundary condition qualifying the effect of gender diversity on self-managing team task performance, such that gender diversity benefited task performance for teams that were higher (vs. lower) in learning goal orientation. In Study 2, we tested shared leadership as a mediating mechanism via which gender diversity benefited team task performance in learning-goal-oriented teams. We surveyed 67 teams multiple times over the span of 6 months, and found that gender diversity benefited the task role enactment of teams with higher (vs. lower) learning goal orientation through shared leadership. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

The Role of Cultural Intelligence in Teams with Newcomers: A Multi-Level Model

We examine the importance of team cultural intelligence (CQ) in multicultural teams that have two common characteristics—teams tasked with creative performance that have culturally different newcomers. Team CQ is conceptualized as a shared cognitive system of cultural capabilities among longer tenured, incumbent members on the team. We argue that this set of team-level cultural cognitive capabilities influences team creativity as mediated by team information elaboration. We incorporate the role of motivation and suggest that team learning goal orientation will enhance the effect of team CQ on team outcomes. At the individual level, we explain how newcomers’ CQ may impact newcomer creativity via their information seeking behaviors. This model suggests that more attention to how team CQ is conceptualized, what motivations are contextually important, and how teams with culturally distinct newcomers incorporate these new members in team processes will be important themes in future CQ research.

Knowledge complexity and team information processing: the mediating role of team learning goal orientation

PurposeDrawing on job demands and resources theory and the challenge-hindrance stressor framework, this study aims to investigate the effect of team knowledge complexity on team information sharing and information searching and examine whether team learning goal orientation mediates these effects.Design/methodology/approachThe authors conducted two studies. Study 1 used a field survey study conducted among 374 employees positioned in 68 new product teams. Study 2 used a three-wave online survey study conducted among 208 leaders to investigate the teams they managed.FindingsThe findings of the two studies reveal that team knowledge complexity has a positive direct effect on team information sharing and information searching. Furthermore, team learning goal orientation mediates these two relationships.Practical implicationsThe findings indicate that team knowledge complexity is generally beneficial for the team information process. Therefore, instead of fearing an increase in the knowledge complexity of the projects, organizations should dare to present challenge demands to team members to enhance their engagement in information processing. Organizations could also pay attention to team member selection during team composition processes. For example, selecting team members with a high level of learning goal orientation is helpful in facilitating team information processing.Originality/valueAlthough previous studies have found that knowledge complexity is beneficial for team output, less is known about how knowledge complexity influences team processes. This study clarifies the relationships between team knowledge complexity, information sharing and information searching and examines team learning goal orientation as a vital mediator.

Temporal Leadership and Team Creativity: A Curvilinear Relationship

Modern organizations increasingly rely on project teams to provide creative solutions (e.g., products and services) in a timely manner. Team temporal leadership has thus gained substantial interest in the assumption that it is beneficial for team effectiveness. However, we advocate a second thought on temporal leadership’s influence on team creativity. Building on the nature of team creativity and paradox theory, we proposed an inverted U-shaped relationship between temporal leadership and team creativity and the moderating roles of team knowledge complexity and team learning goal orientation. Analyses of multisource data from 68 R&D project teams with 374 team members supported our theorized inverted U-shaped relationship: teams exhibited higher team creativity at a moderate level, compared with low or high levels, of temporal leadership. The results further showed that this inverted U-shaped relationship was more prominent for teams with high knowledge complexity and learning goal orientation. The theoretical and practical implications of these findings are discussed.

THE IMPACT OF TEAM GOAL ORIENTATION IN THE FUZZY FRONT END OF THE INNOVATION PROCESS

Many organisations face intense pressure to produce radical innovations. Consequently, innovation researchers have highlighted the need for incubating dedicated radical innovation capabilities. R&D teams are especially pivotal in generating these radical, highly-novel, original ideas at the front end of innovation (FEI). But such efforts end more often in failure than success. Organisational learning theorists have begun to draw on Goal Orientation theory as a motivational driver that might boost the success rate of teams working on such radical innovation projects. But, as yet, no fieldwork has been conducted on R&D teams to explore this promising theoretical model. In this paper, we use a case study of a corporate experiment comprising two innovation teams to investigate how situationally induced goal orientation in R&D teams might impact the radicality of innovation ideas. We find that a shared team Learning Goal orientation is associated with radical innovation and that a shared team Performance Goal orientation is associated with incremental innovation. This paper provides field-based evidence of the role of shared team goal orientation on FEI ideation outcomes. An implication of our findings for R&D managers faced with the difficulties of generating radical innovations from internal teams is that more attention should be paid to the situational cues that impact team FEI efforts, and in particular, a team’s goal orientation.

Selecting Lead Creators’ Ideas for Team Creativity? Team Learning Goal and Advice Network Centrality

Lead creators – the most creative members within a team has been viewed as an important source of team creative successes, particularly when possessing high levels of individual creativity. Yet existing studies showed that people are often reluctant to pursue highly creative ideas and teams may fail to benefit from lead creators’ ideas regardless of their creativity. Little is known about when and how lead creators’ ideas get adopted by teams and in turn advance team creativity. The present study integrates the motivational perspective and the social network process to propose the moderating role of team learning goals on team selection of lead creators’ ideas and the mediating role of lead creators’ advice network centrality, and further examines the performance impact of such selections. Based on a sample of 49 organizational teams, this study showed that: (1) team learning goals promote the positive relationship between individual creativity of lead creators and team selection of their ideas; (2) advice centrality of lead creators translates this joint impact of lead creators’ individual creativity and team learning goals on team idea selection; and, (3) this joint impact on team selectin of lead creators’ ideas further advances team creativity.

Interteam Cooperation and Competition and Boundary Activities: The Cross-Level Mediation of Team Goal Orientations.

Drawing on Dragoni’s cross-level model of state goal orientation, this research aims to examine the cross-level mediating effect of team goal orientation on the relationships between interteam cooperation and competition and three forms of boundary activities. Study 1 tested the proposed mediating relationships by collecting survey data from 249 members of 45 South Korean work teams. Additionally, we conducted a two-wave longitudinal study (Study 2) on 188 undergraduate students to replicate the relationships between three types of team goal orientation and their relevant forms of boundary activities. In Study 1, we found positive associations between interteam cooperation and team learning goal orientation, and between interteam competition and team performance-prove and performance-avoid goal orientations. Team learning and performance-prove goal orientations were positively related to boundary spanning and reinforcement. As predicted, team learning goal orientation had a stronger relationship with boundary spanning than team performance-prove goal orientation, whereas team performance-prove goal orientation had a stronger relationship with boundary reinforcement than team learning goal orientation. While team learning goal orientation mediated the relationship between interteam cooperation and boundary spanning and reinforcement, team performance-prove goal orientation mediated the relationship between interteam competition and boundary spanning and reinforcement. The results of Study 2 demonstrated the positive lagged effects of team performance-prove goal orientation on boundary reinforcement and of team performance-avoid goal orientation on boundary buffering.

The Influence of Team Goal Orientation on Team Creativity—Moderating Effect of Intellectual Stimulation

Through the questionnaire survey of 63 teams, this paper explores the mechanism of team performance goal orientation and team learning goal orientation on team creativity under the regulation of intellectual stimulation. The study found that: (1) Team performance goal orientation has a significant positive impact on team creativity. The positive impact of team learning goal orientation on team creativity is not significant, but the two are positively related; (2) Intelligence stimulation regulates the relationship between team performance goal orientation and team creativity. The relationship, that is, the higher the intellectual stimulation, the stronger the relationship between team performance goal orientation and team creativity; (3) Intelligence stimulation regulates the relationship between team learning goal orientation and team creativity. The relationship, that is, the higher the intellectual stimulation, the weaker the relationship between team learning goal orientation and team creativity.

The Relationship between College Students’ Team Learning Goal Orientation and Their Team Creativity: The Roles of Team Reflexivity, Team Efficacy, and Positive Group Affective Tone

The Relationship between College Students’ Team Learning Goal Orientation and Their Team Creativity: The Roles of Team Reflexivity, Team Efficacy, and Positive Group Affective Tone

When Teams Fail to Self-Regulate: Predictors and Outcomes of Team Procrastination Among Debating Teams.

Models of team development have indicated that teams typically engage in task delay during the first stages of the team’s life cycle. An important question is to what extent this equally applies to all teams, or whether there is variation across teams in the amount of task delay. The present study introduces the concept of team procrastination as a lens through which we can examine whether teams collectively engage in unplanned, voluntary, and irrational delay of team tasks. Based on theory and research on self-regulation, team processes, and team motivation we developed a conceptual multilevel model of predictors and outcomes of team procrastination. In a sample of 209 student debating teams, we investigated whether and why teams engage in collective procrastination as a team, and what consequences team procrastination has in terms of team member well-being and team performance. The results supported the existence of team procrastination as a team-level construct that has some stability over time. The teams’ composition in terms of individual-level trait procrastination, as well as the teams’ motivational states (i.e., team learning goal orientation, team performance-approach goal orientation in interaction with team efficacy) predicted team procrastination. Team procrastination related positively to team members’ stress levels, especially for those low on trait procrastination. Furthermore, team procrastination had an indirect negative relationship with team performance, through teams’ collective stress levels. These findings add to the theoretical understanding of self-regulatory processes of teams, and highlight the practical importance of paying attention to team-level states and processes such as team goal orientation and team procrastination.

Cross-level impact of team goal orientation and individual goal orientation on individual creativity

AbstractThis study explored how individual and team-level goal orientation influence individual creativity in a work setting. By creating a cross-level theoretical framework, we tested 562 members of 81 teams currently working in various companies in China. The study analyzed the relationships between individual goal orientation, team goal orientation, and individual creativity from cross-level perspective linked by motivated information processing theory. Applying multilevel research method and hierarchical-level modeling, we found that team learning goal orientation and individual learning goal orientation influence individual creativity through different information activities at their own levels. Moreover, team learning goal orientation has a positive and team performance-avoidance goal orientation has a negative effect on individual creativity through team information exchange, while individual learning goal orientation poses a positive effect on individual creativity through individual information elaboration. In conclusion, it was indicated that team members tend to elaborate more work-related information when teams are more learning-orientated. Conversely, team members do not tend to elaborate information when their team has higher performance-avoidance goal orientation.

How does TMT transactive memory system drive innovation ambidexterity?

PurposeAlthough prior studies have found that transactive memory system (TMS) in top management team (TMT) can enable innovation ambidexterity, works that focus on only the direct role of TMS and neglect the question of how the differentiated knowledge of the TMS are integrated. The purpose of this paper is to further elucidate how a TMS promotes ambidexterity and examine both its mechanism process and the conditions influencing the process.Design/methodology/approachThis study is based on a questionnaire survey of 94 high-tech enterprises in China.FindingsThe findings show that the positive relationship between TMS usage and innovation ambidexterity is mediated by TMT shared leadership, which refers to collective decision-making behaviors and can integrate the heterogeneous knowledge of the TMS into coherent strategic forms. The authors also found that having a TMS was more positively related to innovation ambidexterity via shared leadership when top managers have high team learning goal orientation or high team performance approach goal orientation.Originality/valueThis research contributes to the literature on the antecedents of innovation ambidexterity by showing the effects of TMS and TMT shared leadership, responding to the call to explore how TMT cognitive structures interact with behavioral processes to shape ambidexterity. This study also contributes to TMS research by taking team goal orientations into consideration, which promotes understanding of the effectiveness of TMS in an achievement context. In addition, the authors bring distributed cognition to the fore as a novel fuel for understanding how shared leadership forms.

Reflection Toward Creativity: Team Reflexivity as a Linking Mechanism Between Team Goal Orientation and Team Creative Performance

This study aims at testing the mediating role of team reflexivity in the relationships between team learning, performance-prove, and performance-avoid goal orientations and team creative performance and assessing the relative importance of the three types of team goal orientation in team reflexivity and creative performance. We conducted Study 1 on 68 student teams by using a two-wave time-lagged design. In Study 2, we carried out a cross-sectional field study on 108 intact work teams in diverse Korean companies. Team learning goal orientation was significantly associated with team creative performance. While team learning and performance-prove goal orientations were equally influential in predicting team reflexivity, team performance-avoid goal orientation had no relationship with team reflexivity and creative performance. Team reflexivity mediated the relationships between team learning and performance-prove goal orientations and team creative performance. By revealing that team learning and performance-prove goal orientations can contribute to team creative performance through the facilitation of team reflective process, this study provides practitioners with insight into critical antecedents and team process that are conducive to the creative performance of work teams. This is one of the first studies to explore a mediating mechanism between team goal orientation and creative performance. This study attends to the role of team reflexivity as a key team-regulatory process that underlies the relationship between team goal orientation and team performance. Furthermore, the use of multiple studies in different contexts strengthens the robustness of the study findings.

Mechanisms Linking Transformational Leadership and Team Performance

Extending previous research on transformational leadership (TFL), the present study explores the mechanisms that explain the relationship between TFL and team performance. Drawing on the three-stage model of TFL (Conger & Kanungo, 1998), we theorize that TFL predicts high levels of team performance through shaping team goal orientation and group affective tone. To test the hypotheses, we use data collected from managers and members of 61 research and development teams and use the partial least squares analysis to test hypotheses. The results show that TFL positively predicts positive group affective tone through team learning goal orientation but negatively predicts negative group affective tone via team avoiding goal orientation. Finally, we find that positive group affective tone is positively associated with team performance, whereas negative group affective tone is negatively associated with team performance.

Learning Oriented Team Management and Creative Performance: A Multi Level Investigation

This study examined the roles of learning oriented team management in predicting team creativity and individual creativity. Drawing on insights from the information processing theory and self-determination theory, we theorized and examined team climate (team learning goal orientation) and individual mindset (intrinsic motivation) as intervening mechanism between learning oriented team management and creative performance. Field data from 257 team members in 48 teams revealed that the learning oriented team management was positively related to individual creativity via team learning goal orientation and individual intrinsic motivation. Also, learning oriented team management was related to team creativity via team learning goal orientation.

A Multilevel Model of Team Goal Orientation, Information Exchange, and Creativity

Adopting a multilevel approach, we examined how team goal orientation may relate to team creativity and individual creativity. We also theorized and examined the bottom- up process linking individual creativity and team creativity. Multisource data were collected from 485 members and their leaders within 100 R&D teams. The results indicated that a team learning goal and team performance approach goal were positively related-whereas a team performance avoidance goal was negatively related- to both team creativity and individual creativity through team information exchange. Furthermore, a trust relationship with a team leader played a moderating role: when the trust was stronger, the indirect positive relationship with team creativity and individual creativity was stronger for the team learning goal but weaker for the team performance approach goal. We also found that average individual creativity within a team was positively related to team creativity (going above and beyond the effect of team information exchange) through a supportive climate for creativity. [ABSTRACT FROM AUTHOR]

A multilevel model of minority opinion expression and team decision-making effectiveness.

The consideration of minority opinions when making team decisions is an important factor that contributes to team effectiveness. A multilevel model of minority opinion influence in decision-making teams is developed to address the conditions that relate to adequate consideration of minority opinions. Using a sample of 57 teams working on a simulated airport security-screening task, we demonstrate that team learning goal orientation influences the confidence of minority opinion holders and team discussion. Team discussion, in turn, relates to minority influence, greater decision quality, and team satisfaction. Implications for managing decision-making teams in organizations are discussed.