The DOI matches its Crossref record; 10 of the 10 references it cites were found in a registry or an index.
Team Learning from Mistakes: The Contribution of Cooperative Goals and Problem‐Solving*
Abstract
ABSTRACT Although mistakes may have considerable potential for learning, previous research has emphasized that organizational members are often defensive when their mistakes are pointed out and will even continue with their present course of action despite growing costs. Recent research has shown that team‐level variables, such as psychological safety and shared mental model, can help overcome barriers to learning from mistakes. Structural equation analyses on teams working in a sample of organizations in Shanghai, China, suggested that teams were able to learn from their mistakes to the extent that they took a problem solving orientation. This orientation in turn was based on developing cooperative but not competitive goals within the team. Although competitive and independent goals induce blaming, blaming itself was not significantly related to learning. Blaming, especially when conducted openly, may hold individual team members accountable as well as provoke defensiveness. Findings empirically link the theory of cooperation and competition with the organizational learning literature. Results suggest that cooperative goals and problem solving promote learning from mistakes.
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Cites
Back-translation for cross-cultural research.
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BackgroundInfluentialA social-cognitive approach to motivation and personality.
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Social Capital: Prospects for a New Concept
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“Since organizations increasingly rely upon teams to make important decisions, research is needed to understand how organizational teams can learn from mistakes and avoid costly misjudgements (Adler and Kwon, 2002; Buffardi et al., 2000; Druskat and Kayes, 2000; Ely and Thomas, 2001; Zohar, 2000).”
BackgroundResultPractical issues in structural modeling
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Estimating within-group interrater reliability with and without response bias
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BackgroundResultAccounting for the effects of accountability.
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Cited by
Psychological Safety: The History, Renaissance, and Future of an Interpersonal Construct
Edmondson, A. C., & Lei, Z. (2014) · Annual Review of Organizational Psychology and Organizational Behavior · doi:10.1146/annurev-orgpsych-031413-091305 · Cited by 2,577
Breuer, C., Hüffmeier, J., & Hertel, G. (2016) · Journal of Applied Psychology · doi:10.1037/apl0000113 · Cited by 375
Harming high performers: A social comparison perspective on interpersonal harming in work teams.
Lam, C. K., Van der Vegt, G. S., Walter, F., & Huang, X. (2011) · Journal of Applied Psychology · doi:10.1037/a0021882 · Cited by 176
Dealing with errors in mathematics classrooms: Structure and relevance of perceived error climate
Steuer, G., Rosentritt-Brunn, G., & Dresel, M. (2013) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2013.03.002 · Cited by 137
Metadata
- Authors
- Tjosvold, D., Yu, Z., & Hui, C.
- Venue
- Journal of Management Studies
- Publisher
- Wiley
- Published
- 2004-10-22
- Volume
- 41
- Issue
- 7
- Pages
- 1223-1245
- ISSN
- 0022-2380
- 1467-6486
- OpenAlex
- W3122635074
- Cited by
- 312
- References
- 10
- FWCI
- 6.76
- Type
- journal article
- Language
- en
- Open access
- closed
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