An Integration-and-Learning Perspective on Gender Diversity in Self-Managing Teams: The Roles of Learning Goal Orientation and Shared Leadership

• 成果类型: Article
• 署名作者: Li, Yixuan; Koopmann, Jaclyn; Lanaj, Klodiana; Hollenbeck, John R.
• 署名单位: State University System of Florida; University of Florida; Purdue University System; Purdue University; Auburn University System; Auburn University; Michigan State University; Michigan State University's Broad College of Business
• 刊物名称: JOURNAL OF APPLIED PSYCHOLOGY
• ISSN/ISSBN: 0021-9010
• DOI: 10.1037/apl0000942
• 发表日期: 2022
• 页码: 1628-1639
• 关键词: SELF-MANAGING TEAMS; GENDER DIVERSITY; learning goal orientation; SHARED LEADERSHIP

摘要

Contemporary organizations commonly use self-managing teams to structure work as a way to achieve competitive advantage. Although diversity on visible demographic characteristics-such as gender-is a critical determinant of team functioning, our knowledge about when and how gender diversity affects performance in self-managing teams is still nascent. Building upon the integration-and-learning perspective and recent developments in the information and decision-making approach on diversity, we investigate when (team learning goal orientation as a contingency factor) and how (shared leadership as a structural mediating mechanism) gender diversity benefits task performance in self-managing teams. We conducted two studies to test our hypotheses. In Study 1, we studied 66 teams that participated in a team simulation. As expected, we found that team learning goal orientation acted as a boundary condition qualifying the effect of gender diversity on self-managing team task performance, such that gender diversity benefited task performance for teams that were higher (vs. lower) in learning goal orientation. In Study 2, we tested shared leadership as a mediating mechanism via which gender diversity benefited team task performance in learning-goal-oriented teams. We surveyed 67 teams multiple times over the span of 6 months, and found that gender diversity benefited the task role enactment of teams with higher (vs. lower) learning goal orientation through shared leadership.