xb23-144

We test our theoretical propositions in an experimental study and a quasi-experimental study. In Study 1, we conducted a course experiment with students, seven-wave measurement waves over 4 months resulting in 630 observations from 90 teams. We invited 360 undergraduates from a university in southern China majoring in economics or management. We randomly and equally assigned 360 college students into 90 teams, and then divided the teams into experimental and control groups. We gave the experimental group team reflexivity training and assisted them with reflexivity activities in subsequent sessions, while the control group was given team building training to avoid a placebo effect. We measured team ambidexterity at all seven measurement waves and team reflexivity after and before intervention using established scales and items. Conditional latent growth modeling was applied to test the slope difference of team ambidexterity trend between experimental and control groups. To investigate the theoretical hypotheses in Study 2, we further conducted quasi-experimental study, which took one year, three measurement waves, resulting in 222 observations from 74 teams. We invited a total of 656 employees from R&D teams in 26 companies engaged in high-tech industries related to information technology, precision instruments, and biopharmaceuticals in a southern Chinese province in this study. 74 R&D teams were randomly and equally divided into experimental and control groups. We gave the experimental group team reflexivity training in the first month and required them to conduct a formal reflexivity activity at a regular time each week (or two week) thereafter. We measured team ambidexterity at first and second measurement waves, meta-knowledge sharing and perspective taking at second and third measurement waves. To account for the mediating effect of meta-knowledge sharing and perspective taking between team reflexivity training and team ambidexterity development, latent change scores modeling was applied.

本研究通过实验研究与准实验研究两种研究设计，对提出的理论命题进行实证检验。
研究1以学生为对象开展课堂实验，在4个月内完成七轮数据采集，最终从90个团队获得630份有效观测样本。本研究招募中国南方某高校经济与管理类专业本科生共360名，将其随机均分为90个团队，再将所有团队划分为实验组与对照组。为实验组开展团队反思（Team Reflexivity）培训，并在后续授课环节协助其开展反思类活动；对照组则接受团队建设培训，以规避安慰剂效应的干扰。本研究采用经过信效度检验的成熟量表与题项，在全部七轮测量中对团队双元性（Team Ambidexterity）进行测评，并在干预前后分别测量团队反思水平。为检验实验组与对照组的团队双元性发展趋势斜率差异，本研究采用条件潜增长模型（Conditional Latent Growth Modeling）进行分析。
为验证研究2中的理论假设，本研究进一步开展准实验研究：该研究周期为1年，共完成三轮数据采集，最终从74个团队获得222份有效观测样本。本研究招募中国南方某省份26家高科技企业研发（R&D）团队的656名员工，所涉行业涵盖信息技术、精密仪器与生物制药领域。将74个研发团队随机均分为实验组与对照组，在研究首月为实验组开展团队反思培训，并要求其在后续每周（或每两周）固定时间开展正式的反思活动。本研究分别在第一、二轮测量中对团队双元性进行测评，在第二、三轮测量中对元知识共享（Meta-knowledge Sharing）与观点采择（Perspective Taking）水平进行测评。为检验团队反思培训与团队双元性发展之间的元知识共享与观点采择的中介效应，本研究采用潜变化得分模型（Latent Change Scores Modeling）进行分析。