Full metadata record
DC FieldValueLanguage
dc.contributorDepartment of Management and Marketingen_US
dc.contributor.advisorLiu, Wu (MM)-
dc.creatorLing, Chuding-
dc.publisherHong Kong Polytechnic University-
dc.rightsAll rights reserveden_US
dc.titleAn investigation of the antecedents and consequences of team members' external learning : a bottom-up modelen_US
dcterms.abstractExternal learning is an increasingly prevalent activity engaged in by the members of teams that has important implications for team and organizational effectiveness. Despite this prevalence and importance, limited studies have been conducted examining the social structural factors that lead to individual task versus contextual learning along with how the team-level performance implications emerge after individual team members engage in task versus contextual learning. To address these research questions, I conduct three studies. In Study 1, I draw upon social network theory and investigate why and when individuals engage in task versus contextual learning. Specifically, I propose and establish that the density of an individual's external network is positively related to the individual's task learning, while the betweenness centrality of an individual in his/her external network is positively associated with the individual's contextual learning. I further argue and find that the individual's knowledge depth strengthens the positive association between density and task learning. In contrast, I propose and reveal that an individual's knowledge breadth magnifies the positive relationship between betweenness centrality and contextual learning. In Study 2 and Study 3, I draw upon the framework of team receptivity to personnel movement and investigate how and when the different types of knowledge acquired by a team member's task versus contextual learning are disseminated within teams and further integrated into team performance. On top of this theoretical framework, I develop a multilevel conceptual model that uncovers the presumed processes underlying the relationships between individual team member's different forms of external learning and team performance. More specifically, I propose and find that Member A's task learning is positively and indirectly associated with Member B's task knowledge utilization through Member A's task knowledge sharing, while Member A's contextual learning is positively and indirectly related to Member B's team work reflexivity through Member A's contextual knowledge sharing. Furthermore, I argue and find that a higher density of task knowledge utilization and/or team work reflexivity among team members contributes to a better team performance. Lastly, based upon the team receptivity framework and associated empirical research, I introduce team performance pressure as a theory-relevant moderator which strengthens the linkages between task learning, task knowledge sharing, and task knowledge utilization. The findings from the three studies primarily suggest that task learning and contextual learning differ in terms of both their antecedents and consequences. The implications of this dissertation for theory and practice are also discussed.en_US
dcterms.extentxi, 174 pages : color illustrationsen_US
dcterms.isPartOfPolyU Electronic Thesesen_US
dcterms.educationalLevelAll Doctorateen_US
dcterms.LCSHHong Kong Polytechnic University -- Dissertationsen_US
dcterms.LCSHTeams in the workplaceen_US
dcterms.LCSHOrganizational effectivenessen_US
dcterms.accessRightsopen accessen_US

Files in This Item:
File Description SizeFormat 
991022289510603411.pdfFor All Users1.33 MBAdobe PDFView/Open

Copyright Undertaking

As a bona fide Library user, I declare that:

  1. I will abide by the rules and legal ordinances governing copyright regarding the use of the Database.
  2. I will use the Database for the purpose of my research or private study only and not for circulation or further reproduction or any other purpose.
  3. I agree to indemnify and hold the University harmless from and against any loss, damage, cost, liability or expenses arising from copyright infringement or unauthorized usage.

By downloading any item(s) listed above, you acknowledge that you have read and understood the copyright undertaking as stated above, and agree to be bound by all of its terms.

Show simple item record

Please use this identifier to cite or link to this item: https://theses.lib.polyu.edu.hk/handle/200/10264