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.
Founded in 1956 by James Thompson, the Administrative Science Quarterly is a peer-reviewed, interdisciplinary journal publishing theoretical and empirical work that advances the study of organizational behavior and theory. ASQ publishes articles that contribute to organization theory from a number of disciplines, including organizational behavior and theory, sociology, psychology and social psychology, strategic management, economics, public administration, and industrial relations. ASQ publishes both qualitative and quantitative work, as well as purely theoretical papers. Theoretical perspectives and topics in ASQ range from micro to macro, from lab experiments in psychology to work on nation-states. An occasional feature is the "ASQ Forum," an essay on a special topic with invited commentaries. Thoughtful reviews of books relevant to organization studies and management theory are a regular feature. Special issues have explored qualitative methods, organizational culture, the utilization of organizational research, the distribution of rewards in organizations, and critical perspectives on organizational control.
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Administrative Science Quarterly
© 1999 Johnson Graduate School of Management, Cornell University
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