סמינר בהתנהגות ארגונית

Prof. Gilad Chen

University of Maryland

We examine how and when members’ voice is related to team learning. In Study 1, using multi-source survey data from 257 team members in 66 R&D project teams sampled from a diverse set of industries in China, we found that promotive voice—i.e., members’ expression of ideas or suggestions for constructive change, was positively associated with team learning and, thereby, with team performance. In Study 2, we constructively replicated these results using objective indicators of team learning in a sample of 290 students in 58 teams who were working on a complex computer-based simulation. Moreover, in this simulation, occurrences of promotive voice in the team reduced over time; yet, promotive voice in the later phases of team development, compared with that in the early phases, exhibited stronger relationship with team learning and, consequently, with team performance. We discuss the implications of these findings for research and practice on voice and team learning.