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Team learning emergence: The personality antecedents and how it unfolds over time
Restricted (Penn State Only)
Doctor of Philosophy
Date of Defense:
April 30, 2015
Susan Mohammed, Dissertation Advisor
Susan Mohammed, Committee Chair
James Lewis Farr, Committee Member
Samuel Todd Hunter, Committee Member
Pui Wa Lei, Committee Member
John Millar Carroll, Committee Member
Team learning has drawn much attention in organizational research in recent years. However, the conceptualization and measurement has mainly focused on the team-level in the extant literature, despite of the construct’s multilevel nature. To address this issue, Kostopoulos and colleagues (2011) proposed a multilevel team learning framework encompassing four team learning processes across individual- and team-levels. While the multilevel conceptualization and measurement exist, little is known about the factors associated with these team learning processes and their development over time. Capitalizing on Kostopoulos and colleagues’ (2011) multilevel team learning framework, two studies were designed to gain insight into the antecedents, development, and outcomes of the four team learning processes. In Study one, a field study was used to explore the antecedents, consequences, and contextual factors of team learning processes. Results showed that conscientiousness, extraversion, and agreeableness in general positively predicted team learning processes. Psychological safety was found to moderate some of the personality-team learning process relationships. In Study two, a longitudinal lab study was utilized to further understand how team learning processes change over time and the association between changes in team learning processes and team performance. It was found that interpretation and codification showed downward trends, and integration showed an upward trend throughout the team process. The implications of these findings were discussed.
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