title: How can leaders foster team learning? Effects of leader-assigned mastery and performance goals and psychological safety.
abstract: Learning and adapting to change are imperative as teams today face unprecedented change. Yet, an important part of learning involves challenging assumptions and addressing differences of opinion openly within a group--the kind of behaviors that pose the potential for embarrassment or threat. How can leaders foster an environment in which team members feel it is safe to take interpersonal risks in order to learn? In a study of 71 teams, we found that psychological safety and learning behavior were higher for teams with mastery than performance goal instructions or no goal instructions. Team psychological safety mediated the relationship between mastery and performance goal instructions and learning behavior. Findings contribute to our understanding of how leader-assigned goals are related to psychological safety and learning behavior in a team context, and suggest approaches to foster such processes.
authors.affiliation: Maryville University, College of Arts & Sciences, 650 Maryville University Drive, St. Louis, MO 63141, USA. saashauer@maryville.edu
authors.forename: Shirley A
authors.initials: SA
authors.lastname: Ashauer
authors.forename: Therese
authors.initials: T
authors.lastname: Macan
mesh_terms: D000293:Adolescent; D000328:Adult; D005260:Female; D006040:Goals; D006126:Group Processes; D006801:Humans; D007398:Interpersonal Relations; D007857:Leadership; D007858:Learning; D008297:Male; D008875:Middle Aged; D055815:Young Adult