Wu Junfeng, Zhang Zhen, Song Lynda Jiwen, Zhu Li
Naveen Jindal School of Management, University of Texas, Dallas.
Cox School of Business, Southern Methodist University.
J Appl Psychol. 2025 Jul;110(7):1001-1014. doi: 10.1037/apl0001258. Epub 2024 Dec 19.
Integrating insights from team hierarchy literature and shared leadership research, we propose and test a model that illuminates the positive and negative team processes through which shared leadership relates to team creativity. We use a social network lens to examine both shared leadership level (indexed by team density of informal leadership ties) and shared leadership concentration (indexed by team centralization of such ties). With a sample of 136 work teams and three waves of surveys, we found that shared leadership concentration weakens the positive effect of shared leadership level on team creativity. We explicated the positive and negative mediating roles played by team information elaboration and team status conflict, respectively. Our findings show that shared leadership concentration serves as an enabler or inhibitor on which mediating mechanism is at play, such that when shared leadership concentration is higher, there is a negative indirect effect of shared leadership level on team creativity via team status conflict. By contrast, when shared leadership concentration is lower, shared leadership level has a positive indirect effect on team creativity via team information elaboration. Our work provides nuanced insights into how to maximize the potential benefits of shared leadership in enhancing team creativity. (PsycInfo Database Record (c) 2025 APA, all rights reserved).
整合团队层级文献和共享领导研究的见解,我们提出并检验了一个模型,该模型阐明了共享领导与团队创造力相关的积极和消极团队过程。我们使用社会网络视角来考察共享领导水平(以非正式领导关系的团队密度为指标)和共享领导集中度(以此类关系的团队集中化为指标)。通过对136个工作团队的样本和三轮调查,我们发现共享领导集中度削弱了共享领导水平对团队创造力的积极影响。我们分别阐述了团队信息细化和团队地位冲突所起的积极和消极中介作用。我们的研究结果表明,共享领导集中度是中介机制发挥作用的促进因素或抑制因素,即当共享领导集中度较高时,共享领导水平通过团队地位冲突对团队创造力产生负面间接影响。相比之下,当共享领导集中度较低时,共享领导水平通过团队信息细化对团队创造力产生积极间接影响。我们的工作为如何在提高团队创造力方面最大化共享领导的潜在益处提供了细致入微的见解。(PsycInfo数据库记录(c)2025美国心理学会,保留所有权利)