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Purpose: The purpose of this study is to analyze the configurational effect of transformational leadership, team conflict, team cohesion and psychological safety on team learning. Design/methodology/approach: The questionnaire and two different data sources (team members and team leaders) were used as data collection strategy. Based on a sample of 82 teams, qualitative comparative analysis in its fuzzy set variant was used to test the model. Findings: The findings of this study reveal that three important paths explain team learning: the presence of transformational leadership, task cohesion and psychological safety with the absence of relationship conflict; the presence of transformational leadership, social and task cohesion and psychological safety; and the presence of transformational leadership, social and task cohesion with the absence of relationship and task conflict. Originality/value: Overall, the findings suggest that the presence of transformational leadership, team cohesion and psychological safety and the absence of conflict are important conditions for team learning to occur, as well as that more than one configurations of antecedent factors drive team learning.

Incorporating autonomy in teams has been an increasingly popular practice, but the mechanisms that make autonomous teams effective still need to be completely understood. Adopting a multidimensional approach to team effectiveness, the aim of this study was to analyse the mediating role of team members’ supportive behaviours in the relationship between team autonomy and team effectiveness (team performance, team viability, quality of group experience and team process improvement).

Purpose: This study aims to examine the micromechanisms of how knowledge culture fosters human capital development. Design/methodology/approach: An empirical model was developed by using the structural equation modeling method based on a sample of 321 Polish knowledge workers employed in different industries. Findings: This study provides direct empirical evidence that tacit knowledge sharing supports human capital, whereas tacit knowledge hiding does not, and this hiding is considered a waste of knowledge. If tacit knowledge does not circulate within an organization, it is a severe waste of an organization. The findings indicate that shame from making mistakes might impede the sharing of knowledge gained from making those mistakes, and in such cases, the knowledge remains hidden. Practical implications: Leaders aiming to ensure human capital growth should implement an authentic learning culture composed of a learning climate and mistakes acceptance components that enable open discussion about mistakes on each organizational level. Originality/value: The knowledge culture is found to be an essential element of building human capital but, at the same time, not sufficient without a learning culture, and its mistakes acceptance component. A permanent organizational learning mode that supports a continuous organizational shared mental model reframing is an antidote to tacit knowledge hiding.

Building upon the relevance of emotional intelligence (EI) in influencing key attitudes at work, the current study aimed to compare the contribution of the trait-EI factor with its specific facets for predicting overall job satisfaction. Relying on a concurrent design, results from a sample of 228 software engineers from a multi-national firm showed that trait-EI global factor remained a significant and non-redundant predictor of this attitudinal criterion, even when the big five are also taken into consideration. Results also revealed that corresponding facets of self-emotions appraisal, other-emotions appraisal, use of emotion, and regulation of emotion, when residualized (i.e., their factor variance is partialed out), do not outperform the contribution of the higher-order trait-EI factor and the big five in the prediction of overall job satisfaction. Theoretical and practical implications of these results are discussed., Author(s): Nuno Rodrigues [sup.1] , Teresa Rebelo [sup.2] Author Affiliations: (1) grid.26793.39, 0000 0001 2155 1272, Faculty of Arts and Humanities, Department of Psychology, University of Madeira, , Campus Universitário [...]

Purpose: This paper is focused on team learning, the fourth discipline proposed by Senge (1990) in his seminal book "The Fifth Discipline: The Art and Practice of the Learning Organization." This paper aims to provide a reflection upon the journey that this construct has made since this book's publication, in terms of conceptualization, research and its link to organizational learning and learning organizations. Design/methodology/approach: This paper is based on a review of Senge's (1990) conceptualization of team learning and on a literature review of team learning research that has been produced since then. Findings: Since the first edition of Senge's book in 1990, team learning has been growing as an autonomous research topic with numerous papers centered on learning at this level of analysis. Senge's proposals concerning team learning remain present in the way team learning is now conceptualized, but this research stream has led to advancements in its conceptualization and on the understanding of its antecedents and consequences. Nevertheless, the authors observed a lack of research centered on the link between team learning and organizational learning, as well as between team learning and the concept of the learning organization. Originality/value: This paper offers a review of research on team learning, suggesting some avenues for further research on this topic and its contribution to learning organizations. As teams are nowadays the building blocks of most organizational structures, and learning is a key process for effectiveness, research on learning at this level of analysis will remain valuable.

Zika virus (ZIKV), a mosquito‐borne Flavivirus of international concern, causes congenital microcephaly in newborns and Guillain–Barré syndrome in adults. ZIKV capsid (C) protein, one of three key structural proteins, is essential for viral assembly and encapsidation. In dengue virus, a closely related flavivirus, the homologous C protein interacts with host lipid systems, namely intracellular lipid droplets, for successful viral replication. Here, we investigate ZIKV C interaction with host lipid systems, showing that it binds host lipid droplets but, contrary to expected, in an unspecific manner. Contrasting with other flaviviruses, ZIKV C also does not bind very‐low density‐lipoproteins. Comparing with other Flavivirus, capsid proteins show that ZIKV C structure is particularly thermostable and seems to be locked into an auto‐inhibitory conformation due to a disordered N‐terminal, hence blocking specific interactions and supporting the experimental differences observed. Such distinct structural features must be considered when targeting capsid proteins in drug development. [ABSTRACT FROM AUTHOR]

The present research aims (a) to assess the impact that a learning context has on people, namely in terms of their affective well-being at work; and (b) to understand the role of individual growth need strength in this relationship. A cross-sectional research design was conducted, in which were surveyed 145 public service workers. A structured additive regression (STAR) model was proposed for the analysis of the data. A linear effect of one dimension of learning culture (external adaptation), and a nonlinear effect of individual growth need on affective well-being were identified. Although the moderation effects were not statistically significant, the findings suggested a pattern where a balance between learning culture and individual growth need levels lead to higher values of affective well-being.

Purpose: The purpose of this paper was to contribute to the clarification of the conditions under which teams can be successful, especially those related to team learning. To attain this goal, in the present study, the mediating role played by team members' motivation on the relationship between team learning conditions (shared learning beliefs and team learning support) and members' satisfaction with the team was analysed. Design/methodology/approach: An empirical study with a multilevel design was carried out. Data concerning learning conditions, motivation and satisfaction were obtained from a survey among 398 employees working in 71 teams that perform complex tasks from 24 companies. A multilevel analysis was conducted. Findings: Overall, the results showed that both team learning conditions--shared learning beliefs and team learning support--had a significant positive effect on members' satisfaction, which was mediated by members' motivation. Originality/value: The proliferation of groups in the organizational setting has set new challenges for organizational research. In fact, more than ever it is necessary to study the conditions under which teams can be successful. Our findings put forward the relevance of creating conditions in the team to learn to increase team effectiveness, namely, in terms of team members' satisfaction.

Purpose: The aim of this study is to assess the relationship between some variables (organizational structure, organizational dimension and age, human resource characteristics, the external environment, strategy and quality) and organizational learning culture and evaluate the way they interact with this kind of culture. Design/methodology/approach: Data were collected from 107 Portuguese companies, where a total of 1,122 workers were asked about learning culture through a questionnaire. Data about the other organizational variables of this study were collected in official documents, from scales and also from a structured interview with top managers. Findings: The results revealed that an organic structure, an approach to total quality principles, and highly educated employees, could act as facilitators of the development of a learning culture in organizations. On the other hand, quality certification, firm dimension and age, as well as workers' age, could act as inhibitors of this type of cultural orientation. Research limitations/implications: In spite of the meaningful results found, the cross-sectional nature and the exploratory nature of the research leads us to look carefully at the causality of the relationships under study. Practical implications: The results of this study, in so far as they point out some factors linked to greater cultural orientation to learning in organizations and some factors linked to less orientation to learning, provide clues for organizations concerning better management of their investment in developing this kind of culture. Originality/value: In the literature on organizational learning and learning organizations, culture emerges as a key concept. In fact, organizational culture is mainly conceived as an essential condition to promote and support learning in organizations. Despite its recognized importance in the literature, little research has been devoted to this issue, namely research centered on the related factors that could contribute to its development. (Contains 7 notes and 6 tables.)

Purpose: The purpose of this article is to analyse the evolution of the concepts of organizational learning and the learning organization and propose guidelines for the future. Design/methodology/approach: The evolution of organizational learning and the learning organization is analysed in the light of the three-stage model of the evolution of concepts developed by Reichers and Schneider in 1990. Findings: Based on the aforesaid model, the authors positioned these topics at the beginning of the second stage of evolution, a period characterised by evaluation and the attempt to add to the comprehension of concepts through empirical research and conceptual clarification. Faced with this finding, the authors argue that the development and consolidation of concepts is mainly a question of researchers' responsibility and suggest some key areas to guarantee their progress and their general acceptance in the future. Originality/value: The use of a concept's life cycle stage model as a framework to analyse evolution of the concepts of organizational learning and the learning organization that allows comprehension of their pattern of development and, in consequence, provides a consistent basis to propose guidelines for their future development.

Virtuality is noticeably present in organisations and influences the way people interact within teams. This study involved 104 organisational teams with some degree of virtuality and intends to analyze a moderated-mediation model in which virtuality moderates the indirect effect of team conflict on team effectiveness and innovation through team trust. First, results reveal that the negative association between conflict and team trust was significant for task conflict only in teams with low virtuality, and for relationship conflict was significant under low and moderate levels of virtuality. Finally, findings indicate that virtuality moderated the negative mediated relationship between both task and relationship team conflict and team effectiveness only through cognitive trust. Overall, the findings suggest that virtuality may protect team trust from the negative effects of conflict, and they point to the key role of cognitive trust as an antecedent of team effectiveness in hybrid teams. [ABSTRACT FROM AUTHOR]