In today’s complex and changing business environment organizations need to learn and adapt to emerging circumstances. Teams can be a preferred vehicle to facilitate solving challenges that require diverse perspectives and expertise, collaboration, and knowledge sharing among members. To support team learning, organizations need to understand and promote an appropriate environment that facilitates learning within teams. By drawing on Fairness Theory and Social Exchange Theory, this study explores the role of leader-induced justice perceptions as a mediator in the relationship of participative leadership and team learning.
Using a split-half team survey methodology with a sample of 211 teams, the study analyzes the role of team justice climate as a mediation mechanism in the relationship between participative leadership behaviors and team learning.
Results from structural equation modeling analyses suggest that, at a team level, participative leadership behaviors have both a direct association with team learning and are partially mediated by the team’s justice climate.
This study contributes to existing literature by offering evidence that the perceptions of justice instilled by leaders play a role mediating participatory leadership and team learning. Moreover, the study supports the idea that leader induced justice perceptions can be considered as an aggregated construct at the team level. From a practical standpoint, the findings imply that team leaders can contribute to create an environment conducive to team learning by treating team members with fairness.