Researchers often use 3-way interactions in moderated multiple regression analysis to test the joint effect of 3 independent variables on a dependent variable. However, further probing of significant interaction terms varies considerably and is sometimes error prone. The authors developed a significance test for slope differences in 3-way interactions and illustrate its importance for testing psychological hypotheses. Monte Carlo simulations revealed that sample size, magnitude of the slope difference, and data reliability affected test power. Application of the test to published data yielded detection of some slope differences that were undetected by alternative probing techniques and led to changes of results and conclusions. The authors conclude by discussing the test's applicability for psychological research.

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We propose a cross-level perspective on the relation between creative self-efficacy and individual creativity in which team informational resources, comprising both shared "knowledge of who knows what" (KWKW) and functional background diversity, benefit the creativity of individuals more with higher creative self-efficacy. To test our hypotheses, we conducted a multi-level study with 176 employees working in 34 research and development teams of a multinational company in 4 countries. In support of our hypotheses, the link between creative self-efficacy and individual creativity was more positive with greater shared KWKW, and this interactive effect was pronounced for teams of high rather than low functional background diversity. We discuss implications for the study of creative self-efficacy in team contexts.

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Employee radical creativity critically depends on substantive informational resources from others across the wider organization. We propose that the social network ties of employees' immediate leaders assume a central role in garnering these resources, thereby fostering their employees' radical creativity both independent of and interactively with employees' own network ties. Drawing on data from 214 employees working in 30 teams of a public technology and environmental services organization, we find that team leaders' betweenness centrality in the idea network within their teams as well as among their peer leaders provides creative benefits beyond employees' own internal and external ties. Further, employees' and leaders' ties within and external to the team interactively predict employee radical creativity. Implications for theory and practice are discussed.

The proposed meta-analysis of 61 independent samples aims to identify whether, and if so under what conditions, team working in organizations is related to organizational effectiveness. Team working had a significant though small positive relationship with both performance outcomes and staff attitudes. Our contingency analyses further showed that team working had a stronger relationship with performance outcomes if accompanied by complementary HR measures and in non-health-care settings. Finally, we found that team working is more strongly related to attitudinal outcomes in Sociotechnical Systems and health-care settings.

Whether, and to what extent, employees learn from their failure experiences remains an unresolved issue for practitioners and scholars alike. On the one hand, failure provides individuals with opportunities for learning, whereas on the other hand, failure can also trigger defensive reactions that stifle learning. The present study expands experiential learning theories by incorporating the social context, thus offering a more comprehensive understanding of employee learning from failure. Specifically, we propose that team contexts that are psychologically safe and exhibit a well-developed transactive memory system provide important socioemotional and informational resources, enabling individual employees to seize the learning opportunities inherent in failure. Analysis of archival data on individual failure and subsequent performance in the domain of workplace creativity from 218 employees working in 42 teams supports our hypotheses. Employees are more likely to learn from their failure experiences if they work in teams with medium-to-high levels of psychological safety. Under these conditions, individual learning from failure is further stimulated by a well-developed transactive memory system. Our results also demonstrate the behavioral pathway linking failure experiences to subsequent outcomes. Interview data from 28 employees further illustrate the processes underlying these findings.

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