Group learning : the impact of group personality and psychological safety on group performance.

• Main Authors: Chiang, Jing Ying., Tan, Feng Ying., Yeo, Si Xian.
• Other Authors: Wong Sze Sze
• Format: Final Year Project
• Language: English
• Published: 2013
• Subjects: DRNTU::Business::General::Education; DRNTU::Business::Management::Personnel management
• Online Access: http://hdl.handle.net/10356/51342
• Institution: Nanyang Technological University

The formation of permanent and temporary work groups in the employment landscape has resulted in higher education institutions incorporating intensive group learning in their curriculum. However, the limited empirical research performed on temporary groups to understand group processes on group performance have intrigued the studying of temporary groups in academic setting. In attaining this objective, statistical analyses were performed on self-reported responses collected from 170 students (N = 47 students groups). Notably, the findings from this study have demonstrated that (1) psychological safety and group learning are positively related; (2) group learning positively affects group performance; and (3) group learning fully mediates the relationship between psychological safety and group performance. With group learning positively affecting group performance, temporary groups undertaking relatively new tasks should be able to enhance its group performance through active participation during group learning. Moreover, development of psychological safety, through supportive behaviors of group members that foster trust and respect, is likely to facilitate group learning and promote group performance. Contrary to the study’s proposition, group personality has an insignificant relationship with group learning, and the moderating effect for task interdependence is not supported. This provides suggestions for future research directions, which will be presented thereafter.