Journalartikel

Jahr der Veröffentlichung: 2013

Seiten: 235-248

Zeitschrift: European Journal of Work and Organizational Psychology

Bandnummer: 22

Heftnummer: 2

ISSN: 1359-432X

eISSN: 1464-0643

DOI Link: https://doi.org/10.1080/1359432X.2012.660748

Verlag: Taylor and Francis Group

Abstract: 
This study examines the role of individual team members' positive mood and perceived team feedback for their team-directed learning behaviour. Results obtained in a sample of 186 members from 27 work teams showed that positive mood was positively associated with team-directed learning behaviour if individual members perceived that the feedback they received was based on the performance of the team as a whole, but not if they perceived such team feedback to be lacking. Moreover, teams were found to be more innovative to the extent that their members, on average, engaged in team-directed learning behaviour to a greater extent. These results offer new insights into the micro-foundations of team learning. Our findings explicate why the contributions of individual members to their team's learning may differ and suggest that, if managed effectively, members' positive mood may be an important resource in facilitating team learning.

Harvard-Zitierstil: Walter, F. and van der Vegt, G. (2013) Harnessing members' positive mood for team-directed learning behaviour and team innovation: The moderating role of perceived team feedback, European Journal of Work and Organizational Psychology, 22(2), pp. 235-248. https://doi.org/10.1080/1359432X.2012.660748

APA-Zitierstil: Walter, F., & van der Vegt, G. (2013). Harnessing members' positive mood for team-directed learning behaviour and team innovation: The moderating role of perceived team feedback. European Journal of Work and Organizational Psychology. 22(2), 235-248. https://doi.org/10.1080/1359432X.2012.660748