Team Learning from Mistakes: The Contribution of Cooperative Goals and Problem‐Solving*

Abstract

Although mistakes may have considerable potential for learning, previous research has emphasized that organizational members are often defensive when their mistakes are pointed out and will even continue with their present course of action despite growing costs. Recent research has shown that team‐level variables, such as psychological safety and shared mental model, can help overcome barriers to learning from mistakes. Structural equation analyses on teams working in a sample of organizations in Shanghai, China, suggested that teams were able to learn from their mistakes to the extent that they took a problem solving orientation. This orientation in turn was based on developing cooperative but not competitive goals within the team. Although competitive and independent goals induce blaming, blaming itself was not significantly related to learning. Blaming, especially when conducted openly, may hold individual team members accountable as well as provoke defensiveness. Findings empirically link the theory of cooperation and competition with the organizational learning literature. Results suggest that cooperative goals and problem solving promote learning from mistakes.

Predictors of Group Performance in a Police Criminal Investigation Department: the Role of Gender Homogeneity, Leadership and Team Characteristics

“…In other words, psychological safety exists where there is an open dialogue about mistakes and problems, members are given the opportunity to ask each other for help, everyone's skills and differences are valued, and team members feel able to raise taboo discussion topics (Kahn 2001;May et al 2004, p. 15). Research has shown psychological safety to be an important predictor of learning behaviour (Edmondson 1999;Tjosvold et al 2004), team and individual performance (Baer and Frese 2003;Edmondson 1999, p. 376), innovation (Edmondson 2002, p. 12) and employees' investment in their job role (May et al 2004, p. 30). …”

Fostering sustained teacher learning: co-creating purposeful and empowering workplaces

“…When school leaders attend more to the needs and feelings of teachers, and teachers are also challenged more by school leaders to explore new things, seek new methods and reflect on existing practices, teachers are inclined to perceive a stronger need to work together. This finding shows leadership practices to clearly empower teachers and encourage them to engage in variety of professional learning activities (Dionne et al, 2004;Tjosvold, Yu, & Hui, 2004).…”

“…Additionally, self-reflection's initial level and changes were not fully explained by the variables in the model. Inclusion of variables tapping into such concepts as the sharing of information, teacher commitment, functional team conflict, distributed leadership practices, and shared focus on teacher learning, would validate and expand our findings (Fullan, 2007;Hallinger & Heck, 2011;Johnson & Johnson, 2009;Spillane, Kim, & Frank, 2012;Thoonen et al, 2012;Tjosvold, Yu, & Hui, 2004). Investigating whether these relations also hold over time using data gathered from principals and students, or in other organizations or industries, would be a fruitful endeavor for future research (e.g., Edmondson, Dillon, & Roloff, 2007).…”

“…More specifically, goal interdependence has been found to positively relate to knowledge sharing, exchanging information and the development of new insights and discoveries, as well as with heightened social reflective learning, and consequently innovation (Runhaar, ten Brinke, Kuijpers, Wesselink & Mulder, 2014;Runhaar et al, 2010;Tjosvold, Tang & West, 2004;Tjosvold, Yu & Hui, 2004). Moreover, teachers may need some time to perceive the extent of the utility of goal interdependence, before it can facilitate (growth in) information sharing (e.g., Aritzeta & Balluerka, 2006;Ortiz et al, 1996).…”

“…Empirical research into professional reflective learning has indeed shown the positive effect of conditions such as goal interdependence and a shared vision building transformational leader (Geijsel, Sleegers, Stoel, & Kruger, 2009;Runhaar, Sanders, & Yang, 2010;Thoonen, Sleegers, Oort, Peetsma, & Geijsel, 2011;Tjosvold, Tang, & West, 2004;Tjosvold, Yu, & Hui, 2004;Wahlstrom & Louis, 2008;Wiley, 2001). Additionally, research on teacher information sharing and how teachers make use of their leader and workplace conditions for purposeful peer interaction and support (e.g., Edmundson Dillan & Roloff 2007;Geijsel et al, 2009;Leithwood, Jantzi, & Mascall, 2002;Nissilä, 2005;Tjosvold, 1986), found that a shared vision and transformational leadership have initiating roles, and that goal interdependence serves as a mediator (e.g., Sun and Leithwood, 2012;Wong, Tjosvold, & Liu, 2009).…”