Assessing the Effect of Leadership on Performance via Adaptation and Social Interaction: The Moderation of Learning Behavior and Learning Goal Orientation

Lin, Chieh‐Peng; Wu, Nai-Chieh

doi:10.1007/s12186-022-09296-6

Cited by 3 publications

(2 citation statements)

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“…It is established that team learning plays a key role in improving performance (e.g. Choo et al, 2007;Lin et al, 2022;Puente-Palacios and de Jesus Barouh, 2021), and various studies have examined antecedents of team learning behaviour (e.g., Edmondson, 1999;Gibson and Vermeulen, 2003) including team leaders' design decisions (Koeslag-Kreunen et al, 2018;Zellmer-Bruhn and Gibson, 2006). Team leader's performance management strategies facilitate experimentation and reflective communication, encouraging interaction that results in enhancement of coordination, communication, motivation and team creativity (Gibson and Vermeulen, 2003;Mohrman et al, 1992;Taggar, 2002).…”

Section: Interactive Use Of Mcs and Team Learning Behaviourmentioning

confidence: 99%

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Project leader's interactive use of controls, team learning behaviour and IT project performance: the moderating role of process accountability

Mir,

Rezania

2023

LODJ

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PurposeThis study aims to understand how project leaders' interactive use of the project management control systems (MCS) impact IT project performance, by examining the mechanisms through which this relationship is enacted.Design/methodology/approachData were collected from a cross-sectional survey of 109 IT project managers working in Canadian and USA-based organizations. A moderated mediation model was analysed by hierarchical component reflective-formative measurement modelling using PLS-SEM.FindingsResults suggest that the leader's interactive use of project MCS is associated with IT project performance, and this relationship is partially mediated by team learning behaviour. In addition, the relationship between the interactive use of project MCS and team learning behaviour is moderated by the organization's emphasis on process accountability, with the effect being stronger under the conditions of higher emphasis on process accountability.Originality/valueThis study contributes to the literature on the use of controls in the IT project-based business environments by explaining how the project leader's style of use of controls influences project team learning behaviour that in turn impacts project performance. Additionally, this study extends the project governance and accountability literature by identifying and empirically examining how the perceptions of project leader's institutionalized organizational accountability arrangements moderate the impact of the interactive use of control systems on team learning behaviour. A methodological contribution of the study is the scale development to measure leader's perceptions about the organization's emphasis on process accountability.

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Section: Interactive Use Of Mcs and Team Learning Behaviourmentioning

confidence: 99%

“…Choo et al. , 2007; Lin et al ., 2022; Puente-Palacios and de Jesus Barouh, 2021), and various studies have examined antecedents of team learning behaviour (e.g., Edmondson, 1999; Gibson and Vermeulen, 2003) including team leaders' design decisions (Koeslag-Kreunen et al. , 2018; Zellmer-Bruhn and Gibson, 2006).…”

Section: Benefits Of Control Systemsmentioning

confidence: 99%

Project leader's interactive use of controls, team learning behaviour and IT project performance: the moderating role of process accountability

Mir,

Rezania

2023

LODJ

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Negative learning emotions and learning goal orientation in teams: HRD implications

Chen,

Lin,

Liu

et al. 2024

Human Resource Dev Quarterly

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Utilizing insights from team regulation theory and social cognitive theory, this research conducted empirical testing through a field survey involving engineering teams. This research is significant as it inspires teams to effectively harness their learning capacity, thereby enhancing collective motivation for future success. The results showed (1) collective learning efficacy mediated the negative relationship between negative learning emotions and team performance, (2) collective learning efficacy mediated the positive relationship between learning goal orientation and team performance, and (3) relationship conflict moderated the relationship between negative learning emotions and collective learning efficacy. Team leaders can employ strategies to reignite team workers' enthusiasm for enhancing learning goal orientation and to redirect their focus away from negative emotional states. These efforts can lead to enhanced collective learning efficacy and overall performance.

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Developing problem-solving efficacy and job performance: Moderation of knowledge-oriented leadership

Lin

2024

Int J Educ Vocat Guidance

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Drawing upon social cognitive career theory, this study presents the formation of job performance by concurrently justifying problem-solving efficacy as a mediator and knowledge-oriented leadership as a moderator. In the proposed model, job performance is influenced by the learning value of the job, perceived job insecurity, and learning goal orientation (i.e., three predictors) indirectly through problem-solving efficacy. Moreover, knowledge-oriented leadership hypothetically moderates the effects of the three predictors on problem-solving efficacy. Empirical evaluations are demonstrated on the basis of the analyzed data of high-tech workers in Taiwan. Finally, theoretical and practical implications about workplace learning and job performance are discussed.

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Assessing the Effect of Leadership on Performance via Adaptation and Social Interaction: The Moderation of Learning Behavior and Learning Goal Orientation

Cited by 3 publications

References 80 publications

Project leader's interactive use of controls, team learning behaviour and IT project performance: the moderating role of process accountability

Project leader's interactive use of controls, team learning behaviour and IT project performance: the moderating role of process accountability

Negative learning emotions and learning goal orientation in teams: HRD implications

Developing problem-solving efficacy and job performance: Moderation of knowledge-oriented leadership

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