A study of perceived team learning on individual performance

Purpose: This paper aims to explore the relationship between team learning and individual performance and examine the mediating effect of individual reflection on such relations. As a contextual factor, the moderating role of psychological safety is investigated in the team learning–individual reflection relationship. Design/methodology/approach: This paper is based on a survey with 229 effective participants, which included enterprise managers and their colleagues from part-time MBA program in one university located in Beijing, China. Path model is conducted to test the hypotheses proposed in this paper. Findings: The results indicate that team learning is positively associated with individual reflection and performance. Individual reflection plays a mediating role between the relationship between team learning and individual performance. Perceived team psychological safety positively moderates the relationship between perceived team learning and individual reflection, such that the positive relation is more significant when employees perceived higher psychological safety. Originality/value: This paper has both theoretical and practical implications. Theoretically, the authors establish the direct and indirect relationship between team learning and individual performance and aim to find additional support for Edmonson’s view suggesting that psychological safety would facilitate learning behavior. In terms of practical implications, the authors point the importance of developing learning teams and promoting individual learning.