Abstract
Teams have a high potential for innovation development by carrying out innovative work behaviour (IWB), but research remains limited on how engagement in team learning behaviours (TLBs) can foster IWB among team members. Especially longitudinal studies investigating the dynamic character of both constructs are missing. To clarify the relationship between TLBs and IWB over time, we conducted a ...
Abstract
Teams have a high potential for innovation development by carrying out innovative work behaviour (IWB), but research remains limited on how engagement in team learning behaviours (TLBs) can foster IWB among team members. Especially longitudinal studies investigating the dynamic character of both constructs are missing. To clarify the relationship between TLBs and IWB over time, we conducted a three-wave longitudinal survey among interdisciplinary work teams in German vocational education. Based on a sample of 66 work teams with 275 team members consisting of vocational educators, such as teachers, school principals and social workers, a manifest cross-lagged panel model was estimated to capture the dynamic relationship between TLBs and IWB. The hierarchical structure was taken into account and missing data were imputed. The results indicate that knowledge sharing and team reflexivity at the beginning of the teamwork predict future engagement in dimensions of IWB. In the further course of the teamwork boundary spanning becomes an important TLB for IWB. The TLBs that are relevant for IWB are influenced by task interdependence and team structure. The results provide insight into how IWB can be fostered through TLBs over time. At the beginning of a work task, knowledge sharing and team reflexivity should be fostered by encouraging discussion and enriching different perspectives to reach high engagement in IWB. In the further course of teamwork information should be gathered from outside the team, for instance by inviting experts.
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