From orientation to behavior

The interplay between learning orientation, open-mindedness, and psychological safety in team learning

Bibliographic Data

ID9889690
AuthorsJean-François Harvey (0000-0002-4967-2807, HEC Montréal, corresponding author), Karen J Johnson (0000-0001-6245-7637, HEC Montréal, corresponding author), Kevin J Johnson (HEC Montréal), Kate S Roloff (Nova Southeastern University), Kate Roloff (Nova Southeastern University, corresponding author), Amy C Edmondson (0000-0003-4409-913X, Harvard Business School, corresponding author)
Year2019
Volume72
Issue11
Pages1726-1751
Publication date2019-11-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueHuman Relations (JOURNAL)
Journal identifiersISSN: 0018-7267 • E-ISSN: 1741-282X
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/0018726718817812
OpenAlexW2909706795
LanguageEN
Citations received16
References cited82

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

Cooperative learning · Curiosity · Experiential learning · Interpersonal communication · Knowledge management · Mathematics education · Open learning · Psychological safety · Teaching method · Team composition · Team effectiveness · Team learning · Applied Psychology · Computer Science · Job Satisfaction and Organizational Behavior · Knowledge Management and Sharing · Psychology · Social Psychology · Team Dynamics and Performance

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