创业团队目标导向、内隐协调与创造力的关系研究

基于目标导向理论和内隐认知理论,探讨了团队目标导向对团队创造力的影响,以及内隐协调在其中所起的作用。通过分析参加浙江省大学生挑战杯创业大赛的100个团队的有效数据,得出团队学习目标导向和团队绩效趋向目标导向能够正向影响团队创造力,团队绩效规避目标导向能够负向影响团队创造力;团队学习目标导向和团队绩效趋向目标导向对内隐协调产生显著正向影响;内隐协调分别在团队学习目标导向和团队绩效趋向目标导向与团队创造力的关系中起完全中介作用的结果。     

创造性人格与员工创造力:一个被调节的中介模型研究

本文基于动机行动和成就动机理论,构建一个被调节的中介模型以检验创造性人格对员工创造力产生的作用机理。以251套来自主管-下属配对的问卷数据为样本,实证分析结果表明:创造性人格可预测员工创造力产生,学习目标导向与绩效证明目标导向在两者之间起部分中介作用;内在动机能够强化个体目标导向对创造力的作用,并显著正向调节创造性人格对员工创造力的间接效应。最后,论文讨论了研究发现对员工创造力产生的理论和实践意义。     

新员工工作重塑会带来积极的结果吗?领导成员交换与个体传统性的作用

每年都有大量的高校毕业生进入职场。在企业竞争日趋激烈的今天, 如何将这些大学毕业生快速地转变成高绩效的企业员工, 是一个重要的研究议题。基于自我表达的理论视角, 本研究探讨工作重塑能否促进新员工的任务绩效和创造力, 以及领导成员交换和个体传统性如何影响新员工的工作重塑。我们对256名新员工进行4轮的问卷调查, 最终得到125份有效的匹配问卷。数据分析结果显示: (1)工作重塑会正向影响新员工的工作投入, 进而影响他们的任务绩效和创造力; (2)对于传统性比较高的新员工, 领导成员交换可以促进他们的工作重塑; (3)个体传统性正向调节领导成员交换对任务绩效、创造力的间接作用, 当个体传统性高时, 领导成员交换通过工作重塑和工作投入对任务绩效、创造力的积极影响更为显著。本研究从新员工自我表达的视角为组织提升新员工的任务绩效和创造力提供了新的思路。     

教导何以有方？教师辩证反馈对大学生团队创造力的作用机制

采用实地问卷调查和纵向现场实验相结合的研究方法,从社会信息加工理论视角探讨了教师辩证反馈对大学生团队创造力的作用机制。结果发现:教师辩证反馈与团队创造力呈正相关关系;团队信息深加工中介了教师辩证反馈对团队创造力的影响;精熟氛围在教师辩证反馈与团队信息深加工关系间起正向调节作用,而绩效氛围在二者间起负向调节作用;教师辩证反馈能够通过团队信息深加工对团队创造力产生有条件的、正向的间接影响,当精熟氛围水平高、绩效氛围水平低时,教师辩证反馈对团队创造力的间接促进作用更为显著。研究从理论上提出教师辩证反馈并实证探索其对团队创造力的作用机制,从团队创新层面上丰富和深化了“教育与发展”这一经典理论范畴,并为促进大学生团队创造力发展提供了实践启示。     

成就目标与教师效能感、焦虑、工作投入的关系：基于变量中心和个体中心的视角

基于变量中心和个体中心的双重视角,考察1877名教师的成就目标与其效能感、焦虑和工作投入间的关系。结果显示：（1）掌握、表现趋近目标正向预测而表现回避目标负向预测工作投入,教师效能感、焦虑、教师效能感-焦虑在成就目标与工作投入间具有中介作用;（2）潜在剖面分析识别了五类不同的教师成就目标剖面,即掌握型、低掌握低趋近型、低掌握中等趋近型、高混合型、平均型,其中掌握型适应性最佳且占比最多;（3）教师效能感、焦虑、教师效能感-焦虑在成就目标剖面与工作投入间具有显著的中介作用。     

求同方能存异：上下级学习目标导向契合对创造力的影响

为探讨领导-员工学习目标导向与领导反馈环境对员工创造力的交互作用机制,对305名领导-员工配对样本进行问卷调查。结果表明：（1）领导学习目标导向显著正向预测员工创造力;（2）领导反馈环境在领导学习目标导向和员工创造力之间起中介作用;（3）员工学习目标导向对领导学习目标导向和领导反馈环境之间的关系起调节作用,相对于学习目标导向低的员工,当员工学习目标导向高时,领导学习目标导向对反馈环境的积极影响大。     

绩效薪酬对员工突破性创造力和渐进性创造力的影响

研究分别从认知评价理论和习得性努力理论视角考察了绩效薪酬对员工突破性创造力和渐进性创造力的影响及其作用机制, 并检验了变革型领导和交易型领导对上述两条路径的调节效应。基于24家企业的364对上下级匹配数据的研究结果表明：绩效薪酬对内在动机和突破性创造力没有显著的影响, 对外在动机和渐进性创造力有显著的正向影响。变革型领导调节绩效薪酬与突破性创造力的关系：高变革领导情境下, 绩效薪酬通过正向影响内在动机间接对突破性创造力产生正向影响; 低变革领导情境下, 绩效薪酬通过负向影响内在动机间接对突破性创造力产生负向影响。交易型领导调节绩效薪酬与渐进性创造力的关系：交易型领导通过强化绩效薪酬对外在动机的影响进而放大了绩效薪酬对渐进性创造力的正向效应。针对上述结果, 讨论了本文的理论与实践意义。     

话务员成就目标与工作倦怠关系的研究

目的:探讨话务员成就目标与工作倦怠的关系。方法:采用修订的成就目标量表、工作倦怠量表调查270名移动一线话务员。结果:1.掌握目标取向与负性的情绪耗竭以及玩世不恭存在显著负相关,而与成就动机存在显著正相关;2.表现趋向以及表现回避与情绪耗竭、玩世不恭存在显著正相关,与成就动机存相关系数不显著;3.掌握目标取向负向预测情绪耗竭以及玩世不恭,而正向预测成就动机,而表现回避正向预测情绪耗竭和玩世不恭。结论:掌握目标取向的个体感受的倦怠程度越低,而表现回避和表现趋向的得分越高的个体感受职业倦怠程度越高。     

差异化变革型领导对知识分享与团队创造力的影响:社会网络机制的解释

差异化变革型领导是团队领导领域的最新议题,现有的研究局限于探讨其社会心理方面的作用机制。本文从社会网络机制出发解释差异化变革型领导对团队知识分享及团队创造力的影响。基于65家企业的225个工作团队样本的结构方程模型分析表明,团队一致性变革型领导正向影响团队交流网络密度从而提高团队知识分享;个体差异性变革型领导正向影响团队成员交流网络密度差异性从而降低团队知识分享;团队知识分享正向影响团队创造力。本文的证据表明,在中国情境下,差异性团队领导行为不利于创造稠密的团队交流网络,以及团队知识分享,从而不利于提升团队创造力水平。     

家长式领导对多层面创造力的作用机制

作为一种具有中国文化特色的领导模式, 家长式领导对多层面的创造力均有显著影响。基于对以往实证研究的分析, 文章针对家长式领导及其维度与多层面创造力之间的直接关系、交互效应、调节效应与作用机制等问题进行了梳理与阐述, 构建了“家长式领导影响员工及团队创造力的作用机制”模型; 进而指出, 家长式领导对员工创造力的作用受到工作情境、个体因素的调节效应并有赖于个体心理认知和社会关系的中介作用, 它还以团队认知和团队互动为中介作用于团队创造力。未来研究应努力拓展研究层次, 丰富研究方法, 并从跨文化视角系统探索家长式领导对多层面创造力的作用机制。     

Perceived Cognitive Diversity and Creativity: A Multilevel Study of Motivational Mechanisms and Boundary Conditions

Adopting a motivational perspective on creativity, we theorized when and how perceived cognitive diversity in teams was associated with creativity by focusing on the mediating role of intrinsic motivation and the moderating role of learning orientation. We further expanded our contribution by examining these relationships at both the individual and team levels. We used a sample of 382 Chinese employee–supervisor pairs nested within 106 teams to test our hypotheses. The results revealed that, at both the individual and team levels, learning goal orientation significantly moderated the positive association between perceived cognitive diversity and intrinsic motivation such that the latter relationship became stronger as learning goal orientation increased. Furthermore, our findings confirmed that learning goal orientation enhanced the indirect positive relationship between perceived cognitive diversity and creativity through intrinsic motivation.     

Cognitive pathways of team climate for creativity: Implications for member creativity and job performance

ABSTRACT

The present study examines the contextual effects of team climate for creativity on creative behavior and job performance of employees. Drawing on the team-knowledge management perspective, we identify team-learning orientation and collective problem solving as main intermediate cognitive processes. The results, based on 856 employees across 102 work units of a high-tech company, demonstrate that these 2 team-level cognitive processes mediate the cross-level effects of team climate for creativity on creative behavior and job performance. This study reveals the cognitive ramifications of team climate for creativity as a favorable social context for employee creativity. By highlighting the cognitive process activated by team climate for creativity, this work complements existing studies focusing mostly on the affective and motivational mechanisms that underlie the team context–creativity relationship.     

Transformational and transactional leaderships,empowerment climate,and innovation performance: A multilevel analysis in the Chinese context

Innovation through creativity is an important factor in the success and competitive advantage of organizations. Theory and research suggest that both leadership and organizational climate have important consequences for individual creativity. However, researchers have rarely considered the interactive effects of leadership and organizational climate. This study taking a “Substitute for Leadership” perspective, develops and tests the idea that empowerment climate affect the relationship between leadership and followers' creative performance. Data were collected from 93 teams, including 465 team members and 93 team supervisors, in a large multinational company based in China. Hierarchical linear modelling was used to examine the hypothesized cross-level model. As expected, transformational leadership and team empowerment climate were positively related to subordinates' creative performance and transactional leadership was negatively related to subordinates' creative performance. In addition, the relationship between leadership and subordinates' creative performance was moderated by team empowerment climate. The study resulted in the implication of several major variables for explaining individual creativity in the Chinese context.     

Members Matter in Team Training: Multilevel and Longitudinal Relationships Between Goal Orientation,Self‐Regulation,and Team Outcomes

Longitudinal data from 338 individuals across 64 teams in a simulation‐based team‐training context were used to examine the effects of dispositional goal orientation on self‐regulated learning (self‐efficacy and metacognition). Team goal orientation compositions, as reflected by average goal orientations of team members, were examined for moderating effects on these individual‐level relationships. Finally, individual‐level self‐regulation was investigated for its influence on multiple team‐level outcomes across time. Results showed generally positive effects of learning goal orientation and negative effects of avoid performance and prove performance goal orientations on rates of self‐regulation during team training. However, several of these individual‐level relationships were moderated by team goal orientation composition. The importance of self‐regulation in teams was displayed by results showing the average level of self‐regulation among a team's members over time was positively associated with team efficacy, team cooperation quality, and team decision making.     

Individual Goal Orientations,Team Empowerment,and Employee Creative Performance: A Case of Cross‐level Interactions

Intrigued by relationship between team motivational context and individual characteristics in the organizational reality, we developed and tested a cross‐level model to investigate the interactive effects of team empowerment and individual goal orientations on individual creative performance through the mediating mechanism of an individual's creative self‐efficacy. Using multi‐wave multi‐source data from 63 R&D teams in three IT companies, we found that (1) team empowerment, individual learning goal orientation, and individual performance orientation are all positively related to individual creative performance through mediation of creative self‐efficacy; (2) learning orientation and performance approach orientation could both supplement the effects of team empowerment on individual creative self‐efficacy. Our findings point to the importance of individual goal orientation in shaping the effects of team motivation climates and provide insights for both scholars and practitioners. The specific practical implications include but are not limited to (1) individuals with learning and performance approach orientations should be identified during hiring procedures given that they could still thrive in less empowered teams and maintain a relatively high level of creative self‐efficacy and creative outcomes; (2) managers should consider assigning employees who are more learning oriented to more empowering and open‐ended tasks in order to obtain better creative results.     

Parenting behaviors and learning of Singapore students: The mediational role of achievement goals

This study examined the mediational role of achievement goals between parental behaviors and learning outcomes. A sample of 1667 Singapore Secondary 3 students took the measures of parental involvement in learning, parental control, mastery approach and avoidance goals, performance approach and avoidance goals, as well as seven learning outcome variables in their math study. We conducted complex structural equation modeling analysis to take into account the hierarchical structure of the data and found a good fit for the hypothesized partial mediation model. More specifically, parental involvement in learning was associated with an adaptive learning profile (i.e., self-regulated engagement in learning activities, low anxiety, high perceived competence, and high achievement), partially or mainly through its positive relationship with mastery approach goals. Parental control predicted a maladaptive coping orientation (i.e., low persistence and high anxiety) and low achievement partially through its positive relationship with mastery and performance avoidance goals. The findings are discussed in the academic context of Singapore.     

Exploring the Effects of Job Autonomy on Engagement and Creativity: The Moderating Role of Performance Pressure and Learning Goal Orientation

Purpose

The 21st century work environment calls for team members to be more engaged in their work and exhibit more creativity in completing their job tasks. The purpose of this study was to examine whether team performance pressure and individual goal orientation would moderate the relationships between individual autonomy in teams and individual engagement and creativity.

Design/Methodology/Approach

A sample consisting of 209 team members and 45 team managers from 45 work teams in 14 companies completed survey measures. To test our hypotheses, we used multilevel modeling with random intercepts and slopes because the individual-level data were nested within the team-level data.

Findings

Hierarchical linear modeling showed that team-level performance pressure attenuated the positive relations between job autonomy and three dimensions of engagement. There were also 3-way interactions between job autonomy, psychological performance pressure, and learning goal orientation in predicting three dimensions of engagement and creativity.

Implications

This study highlights the importance of exploring the moderating effect of team-level task characteristics and individual differences on the relationships between job autonomy and individual engagement and creativity. Organizations need to carefully consider both individual learning goals and performance pressure when empowering team members with job autonomy.

Originality/Value

This is one of the first studies to explore the association between individual job autonomy in teams and individual outcomes in a contingency model. We first introduced team performance pressure as a moderator of job autonomy and examined the 3-way interaction effects of performance pressure, individual job autonomy, and learning goal orientation.

     

Mastery goal orientation and cognitive ability effects on performance in learner‐guided training

To conserve resources, organizations are increasingly turning to learner‐guided training methods in which workers are given control over when, how, and what they cover in the learning process. However, the impact of individual differences such as goal orientation and cognitive ability has not been adequately addressed in learner‐guided training. This study seeks to advance our knowledge of how these differences affect performance through previously unexplored pathways. Specifically, we examined the indirect effects of mastery goal orientation and cognitive ability on post‐training performance in a learner‐directed training context. Findings indicate that off‐task thoughts mediate the positive effect of mastery goal orientation on post‐training performance, while declarative knowledge mediates the positive effect of cognitive ability on post‐training performance.     

Learning outcomes in leadership teams: The multilevel dynamics of mastery goal orientation,team psychological safety,and team potency

A sample of 166 individual participants in 47 school leadership teams was used to investigate the multilevel relationships between individual learning outcomes and two dimensions of individual mastery achievement goal orientation—mastery approach goals (MAP), and an emotionally modified measure of mastery avoidance goals (MAV)—and two group-level emergent beliefs, namely, team potency and team psychological safety. All variables were independently positively related to individual learning; however, team potency had no incremental effect above team psychological safety. MAP and team potency interacted negatively on individual learning, indicating that the emergence of high potency in teams may compensate for low average level of MAP in teams. When running the complete research model, MAV and team psychological safety remained positively related to individual learning, in contrast to team potency and MAP. The implications of the findings for leadership teams are discussed.