Purpose

This paper aims to investigate the relationship between perceived inclusion (individual and group-level) and team creativity climate (TCC) and explore the role of team learning climate (TLC) and task interdependency in the above relationship.

Design/methodology/approach

Data were collected using questionnaires from 24 Indian organizations. The respondents were junior and middle-level employees (N = 303) working in small teams (n = 73). The cut-off criteria for sample team selection were at least three team members within a team had responded and at least 60% within-group response rate was achieved.

Findings

Perceived inclusion (PI) of employees had a positive influence on TCC via TLC. However, the negative effect of team-level differences in perceived inclusion (TPID) was also mediated by the learning climate. Task interdependency moderated the PI-TLC relationship in such a way that in a high task interdependency situation, the negative effect of TPID on learning climate is reduced, while in a low task interdependency situation, the negative effect is enhanced.

Originality/value

The current research has contributed to the limited literature on PI and team creativity. This paper has uniquely investigated TLC as an intervening variable in the PI-TCC relationship. The paper has encapsulated the theoretical and practical underpinnings of inclusion beliefs in the modern organizational context.

中文翻译：

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感知包容和团队创造力氛围：检查学习氛围和任务相互依赖的作用

目的

本文旨在研究感知包容（个人和团队层面）与团队创造力氛围（TCC）之间的关系，并探讨团队学习氛围（TLC）和任务相互依赖在上述关系中的作用。

设计/方法/方法

使用来自 24 个印度组织的问卷收集数据。受访者是在小团队 ( n = 73) 中工作的初级和中级员工 ( N = 303 )。样本团队选择的截止标准是一个团队中至少有 3 名团队成员做出了回应，并且达到了至少 60% 的组内回应率。

发现

员工的感知包容 (PI) 通过 TLC 对 TCC 产生了积极影响。然而，团队水平差异感知包容性（TPID）的负面影响也受到学习氛围的影响。任务相互依赖性以这样一种方式调节了 PI-TLC 关系，即在任务相互依赖性高的情况下，TPID 对学习氛围的负面影响降低，而在任务相互依赖性低的情况下，负面影响增强。

原创性/价值

当前的研究导致了关于 PI 和团队创造力的文献有限。本文对作为 PI-TCC 关系中的干预变量的 TLC 进行了独特的研究。本文概括了现代组织背景下包容性信念的理论和实践基础。