Previous research has shown the importance of individual learning goal orientation for both job and task performance and consequently organizational performance. Despite its importance, knowledge on the antecedents of learning goal orientation remains scarce, especially in the context of self-managing team-based organizations. In fact, most of the research on goal orientation antecedents has been focused on individual characteristics, belief, and ability, while the contextual factors that might influence them remain unspecified. We build on and further extend earlier studies by jointly exploring the role of individual and contextual factors affecting individual learning orientation. In particular, this study combines individual informal social network, self-efficacy, performance feedbacks, and team identification into a model that explains individuals' learning goal orientation within self-managing team-based organizations. The model was empirically tested on a sample of 104 individuals belonging to an R&D organization relying on self-managing teams. Results show that performance feedback has a negative direct effect, while team identification has a positive direct effect on individual learning goal orientation. In addition, we found that individual self-efficacy is a mediator of the relationships between performance feedback and brokerage in the advice network and individual learning goal orientation. Finally, we did not find a relationship between centrality in the friendship network and individual learning goal orientation.
Individual learning goal orientations in self-managed team-based organizations: a study on individual and contextual variables
Monti, Alberto;
2020
Abstract
Previous research has shown the importance of individual learning goal orientation for both job and task performance and consequently organizational performance. Despite its importance, knowledge on the antecedents of learning goal orientation remains scarce, especially in the context of self-managing team-based organizations. In fact, most of the research on goal orientation antecedents has been focused on individual characteristics, belief, and ability, while the contextual factors that might influence them remain unspecified. We build on and further extend earlier studies by jointly exploring the role of individual and contextual factors affecting individual learning orientation. In particular, this study combines individual informal social network, self-efficacy, performance feedbacks, and team identification into a model that explains individuals' learning goal orientation within self-managing team-based organizations. The model was empirically tested on a sample of 104 individuals belonging to an R&D organization relying on self-managing teams. Results show that performance feedback has a negative direct effect, while team identification has a positive direct effect on individual learning goal orientation. In addition, we found that individual self-efficacy is a mediator of the relationships between performance feedback and brokerage in the advice network and individual learning goal orientation. Finally, we did not find a relationship between centrality in the friendship network and individual learning goal orientation.
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