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Team Learning and Financial Performance: The Effects of Psychological Safety and Team Supervisor Support Open Access

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This dissertation aimed to provide an explanation for how teams engage in learning activities and how this team learning process results in team financial performance. Drawing on team learning studies and organizational support theory, I proposed a model demonstrating how team psychological safety and team learning influence team financial performance and how a team's perceived supervisor support moderates the relationship between team psychological safety and team learning. In doing so, I developed a novel theoretical perspective that describes the mechanisms that contribute to the emergence of learning in teams. Previous research has yielded a less comprehensive view of the process of team learning; through my application of organizational support theory to team learning, I sought to create a conceptual bridge between functionally discrete domains of theory and empirical research, offering opportunities for the broad development of theory in the team learning area.

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