Harnessing members' positive mood for team-directed learning behaviour and team innovation: The moderating role of perceived team feedback

The aim of this review was to get insight into the impact of learning behaviors on innovative behavior in work teams. We addressed this issue by carrying out a systematic literature review. Thirty-one articles that reported studies on learning and innovation development in work teams were included in the review. By integrating the correlational findings of the original studies, we found that, at large, all investigated team learning behaviors had an effect on aspects of team innovative work behavior. Concerning specific team learning behaviors, sharing, team reflection, and team activity had the strongest impact on teams' engagement in innovation development. A central conclusion is that learning and innovation development are mutually dependent aspects of teamwork and that fostering one aspect will also be beneficial for the other. Based on our findings, we draw practical implications for fostering team development through enhancing learning behaviors and innovative work behavior in teams. Keywords team development, innovative work behavior, innovation, creativity, team learningInnovations at work are a crucial means for organizations to cope with increasing customer expectations, competition, and market dynamics (Anderson, Potočnik, & Zhou, 2014;Fay, Shippton, West, & Patterson, 2015;Subramaniam & Youndt, 2005). research-article2016 430 Human Resource Development Review 15(4)Innovations encompass all products and processes that are new and beneficial for an organization or a particular (group of) employees by providing an adequate solution for challenging tasks or situations (Messmann & Mulder, 2012). Innovations not only enable organizations to attain external benefits but are also a means to secure efficient internal processes that are the basis for organizational production processes or the provision of services. For employees, who are a key element of an organization's internal functioning, innovations are beneficial because they allow more effective work processes (e.g., improved communication processes at work), improved work conditions, and increased job satisfaction and other aspects of well-being (Anderson, De Dreu, & Nijstad, 2004;Janssen, 2000;Kanter, 1988). Moreover, innovations are not only a crucial outcome but, more importantly, include a dynamic, developmental process that has major implications for the professional development of employees (Evers, Kreijns, Van der Heijden, & Gerrichhauzen, 2011;Messmann & Mulder, 2012).Although innovations provide advantages for organizations and for their employees, the focus of practitioners and researchers was mainly on the return on investment of innovations. By contrast, the process of the development of innovations and, more importantly, the role of employees' contributions in this process has been largely neglected (Crossan & Apaydin, 2010). Only in recent years, there was a substantial increase in studies that were devoted to processes of "individual innovation" and thus highlight that organizations increasingly need their employees to activel...

show abstract

“…A positive effect of TLB as an overall construct on TIB was reported by one study (Walter & Van der Vegt, 2013).…”

Section: Tlbmentioning

confidence: 97%

The Impact of Team Learning Behaviors on Team Innovative Work Behavior

Widmann

Messmann

Mulder

2016

Human Resource Development Review

View full text Add to dashboard Cite

show abstract

“…Specifically, individual-focused feedback directs individual members' attention to their own performance and stimulates their efforts and corresponding behavioral strategies toward achieving the individual goals they pursue (Saavedra, Earley, & Van Dyne, 1993). By contrast, group-focused feedback directs members' attention to the group's goals (Saavedra, Earley, & Van Dyne, 1993;Walter & van der Vegt, 2013). Group-focused feedback also enhances members' belief that their personal rewards and outcomes depend on the successful goal attainment of the group (Super, Li, Ishqaidef, & Guthrie, 2016).…”

Section: Interaction Effects Of Performance-prove Goal Orientation mentioning

confidence: 99%

“…We also predict an interaction effect of performance-prove goal orientation and group-focused feedback on knowledge hiding. More (vs. less) group-focused feedback makes collective performance outcomes as the main target of one's efforts and actions (Walter & van der Vegt, 2013). Moreover, the provision of more group-focused feedback implies group performance-based rewards and creates a sense that an individual's personal benefits and rewards depend on successful group goal attainment (Campion, Medsker, & Higgs, 1993;Super, Li, Ishqaidef, & Guthrie, 2016;Van der Vegt & Van de Vliert, 2002).…”

Section: Less) On Individual Performancementioning

confidence: 99%

Rivals or allies: How performance‐prove goal orientation influences knowledge hiding

Zhu

Chen²,

Wang

et al. 2019

J Organ Behavior

View full text Add to dashboard Cite

Summary Previous research suggests that performance‐prove goal orientation is positively related to knowledge hiding. However, we argue that this effect depends on the focus of performance feedback (i.e., individual‐ and group‐focused feedback), which shapes the nature of the competitive expression of performance‐prove goal orientation (i.e., intragroup and intergroup oriented). We conducted three studies to test our theoretical model. The results of Study 1 with time‐lagged data from 128 part‐time MBA students showed that performance‐prove goal orientation was positively related to knowledge hiding when performance feedback focused more (vs. less) on individual performance but was negatively related to knowledge hiding when performance feedback focused more (vs. less) on group performance. Study 2 replicated these moderation findings in an experimental study of 210 undergraduate students. Study 3 again replicated the moderation effects using multisource data from 317 employees and their supervisors. It also included creativity as an outcome of knowledge hiding and illustrated the distal consequence of the moderation effects of individual‐ and group‐focused performance feedback. We then discussed the implications for the theory and practice of performance‐prove goal orientation and knowledge hiding.

show abstract

“…When feedback meets these criteria, it has been found to be most effective. Research also finds that team or individual situations can influence feedback effectiveness (e.g., Bailey & Thompson, 2000; Walter & Van der Vegt, 2013). For example, feedback has been shown to be more appropriate and beneficial when teams are in what can be viewed as optimal situations.…”

Section: Theoretical Background: Toward a Culturally Sensitive Team Fmentioning

confidence: 99%

“…The feedback process: Perception and processing of feedback. In general, feedback perception and processing are frequently advanced in the literature as important mechanisms to explain feedback effectiveness (e.g., London & Sessa, 2006;Nadler, 1979), but this assertion has not been strongly confirmed (for notable exceptions, see Walter & Van der Vegt, 2013).…”

Section: Sourcementioning

confidence: 99%

“One Size Does Not Fit All”: Revisiting Team Feedback Theories From a Cultural Dimensions Perspective

Gabelica

Popov

2020

Group & Organization Management

View full text Add to dashboard Cite

Feedback is a critical component of teamwork regulation. Research underscores the importance of feedback processes for its effectiveness in teams and further notes how individual differences can affect these processes. Nonetheless, few have theorized on the cultural dimensions associated with feedback to specify how these can attenuate such processes. We contend that research can be advanced by specifying how cultural dimensions may shape individual perception and processing of feedback and team processing of feedback in homogeneous and heterogeneous teams with respect to cultural dimensions. To address this foundational question, we review and integrate the literature on feedback in teams and culture in teams by (a) incorporating the role of culture in team feedback models, (b) discussing how cultural dimensions could influence the perception and processing of feedback, and (c) highlighting important directions for future inquiries at the intersection of feedback and cultural theories. We discuss the links between cultural dimensions derived from the field of intercultural communication and feedback behaviors and processes and provide propositions concerning culturally informed differences in specific feedback responses at individual and team levels.

show abstract

Harnessing members' positive mood for team-directed learning behaviour and team innovation: The moderating role of perceived team feedback

Cited by 19 publications

References 93 publications

The Impact of Team Learning Behaviors on Team Innovative Work Behavior

The Impact of Team Learning Behaviors on Team Innovative Work Behavior

Rivals or allies: How performance‐prove goal orientation influences knowledge hiding

“One Size Does Not Fit All”: Revisiting Team Feedback Theories From a Cultural Dimensions Perspective

Contact Info

Product

Resources

About