Learning in an organization takes place at the individual, group and organizational levels. There is an upsurge of interest among researchers in issues of collective learning. Spirituality at work, also a multi-level phenomenon, manifests at both the individual and the collective levels. Spirituality at work is about search for meaning or higher purpose, connectedness and transcendence. Spirituality is recognized as a major factor in learning at the individual level. However, the expression and impact of spirituality need to be examined at the collective level. The present research addresses this conceptual and empirical gap using the concept of spiritual climate and examines its impact on learning in teams. This relationship is proposed based on theories of learning in teams, flow, social learning and levels of learning. Various aspects of spiritual climate are found to have positive association with learning in teams in the present study. These findings have theoretical and practical implications on organization development, corporate social responsibility and learning at workplace.
AgarwalS.P. (1997). The social role of the Gita: How and why. India: Motilal Banarsidass Publications.
2.
AndersonN., & WestM.A. (1998). Measuring climate for work group innovation: Development and validation of the team climate inventory. Journal of Organizational Behavior, 19(3), 235–258.
3.
ArgyrisC., & SchönD.A. (1978). Organizational learning: A theory of action perspective. Reading, MA: Addison-Wesley.
4.
AshforthB.E., & PrattM.G. (2003). Institutionalized spirituality: An oxymoron? In GiacaloneR.A. & JurkiewiczC.L. (Eds), Handbook of workplace spirituality and organizational performance (pp. 93–107). NY: M.E. Sharpe.
5.
BanduraA. (1986). Social foundations of thought and action. Englewood Cliffs, NJ: Prentice-Hall.
6.
BenefielM., FryL., & GeigleD. (2014). Spirituality and religion in the workplace: History, theory, and research. Psychology of Religion and Spirituality, 6(3), 175–187. doi: 10.1037/a0036597
7.
BhawukD.P.S. (2011). Spirituality and Indian psychology. New York, NY: Springer-Verlag.
8.
BlieseP.D. (2000). Within-group agreement, non-interdependence, and reliability: Implications for data aggregation and analysis. In KleinK.J. & KozlowskiS.W. (Eds), Multilevel theory, research, and methods in organizations: Foundations, extensions, and new directions (pp. 349–381). San Francisco, CA: Jossey-Bass.
9.
BundersonJ.S., & ReagansR.E. (2010). Power, status, and learning in organizations. Organization Science, 22(5), 1182–1194. doi: 10.1287/orsc.1100.0590
10.
CaseyA. (2005). Enhancing individual and organizational learning: A sociological model. Management Learning, 36(2), 131–147. doi: 10.1177/1350507605052555
11.
CasselC., HacklP., & WestlundA.H. (1999). Robustness of partial least-squares method for estimating latent variable quality structures. Journal of Applied Statistics, 26(4), 435–446. doi: 10.1080/o2664769922322
12.
ChakrabortyS. K. (2006). The “Nishkam Karma” Principle: Its Relevance to Effectiveness and Ethics. IIMB Management Review, 18(2), 115.
13.
ChandlerC.K., HoldenJ.M., & KolanderC.A. (1992). Counseling for spiritual wellness: Theory and practice. Journal of Counseling and Development, 71(2), 168–175. doi: 10.1002/j.1556-6676.1992.tb02193.x
14.
ChinW.W. (1998). The partial least squares approach for structural equation modeling. In MacoulidesG.A. (Ed.), Modern methods for business research (pp. 295–336). Mahwah, NJ: Lawrence Erlbaum Associates.
15.
ColbyA., SippolaL., & PhelpsE. (2002). Social responsibility and paid work in contemporary American life. In RossiA. (Ed.), Caring and doing for others: Social responsibility in the domains of family, work, and community (pp. 463–501). Chicago, IL: University of Chicago Press.
16.
DehlerG.E., & WelshM.A. (1994). Spirituality and organizational transformation. Journal of Managerial Psychology, 9(6), 17–24.
17.
DiamantopoulosA., RieflerP., & RothK.P. (2008). Advancing formative measurement models. Journal of Business Research, 61(12), 1203–1218. doi: 10.1016/j.jbusres.2008.01.009
18.
DirkxJ.M. (2013). Leaning in and leaning back at the same time: Toward a spirituality of work-related learning. Advances in Developing Human Resources, 15(4), 356–369. doi: 10.1177/1523422313498562
19.
DuchonD., & PlowmanD. (2005). Nurturing the spirit at work: Impact on work unit performance. The Leadership Quarterly, 16(5), 807–833. doi: 10.1016/j.leaqua.2005.07.008
20.
EdmondsonA.C. (1999). Psychological safety and learning behavior in work teams. Administrative Science Quarterly, 44(1), 350–383.
21.
EdmondsonA.C. (2002). The local and variegated nature of learning in organizations: A group-level perspective. Organization Science, 13, 128–146.
22.
EdmondsonA.C. A.C. (2008). The competitive imperative of learning. Harvard Business Review, 86 (7/8), 60–67.
23.
EdmondsonA.C., BohmerR.M., & PisanoG.P. (2001). Disrupted routines: Team learning and new technology implementation in hospitals,Administrative Science Quarterly, 46, 685–716, doi: 10.2307/3094828
24.
EdmondsonA.C., DillonJ.R., & RoloffK.S. (2007). Three perspectives on team learning: Outcome improvement, task mastery, and group process. Academy of Management Annals, 1(1), 269–314. doi: 10.1080/078559811
25.
EngeströmY., EngeströmR., & KärkkäinenM. (1995). Polycontextuality and boundary crossing in expert cognition: Learning and problem solving in complex work activities. Learning and instruction, 5(4), 319–336. doi:10.1016/0959-4752(95)00021-6
26.
GallagherS.J., TonetteS.R., & HilaryL. (2007). A phenomenological study of spirituality and learning processes at work: Exploring the holistic theory of knowledge and learning. Human Resource Development Quarterly, 18(4), 457–480.
27.
GardnerW.L., AvolioB.J., LuthansF., MayD.R., & WalumbaF.O. (2005). Can you see the real me? A self-based model of authentic leader and follower development. The Leadership Quarterly, 16(3), 343–372. doi: 10.1016/ j.leaqua.2005.03.003
28.
GelfandM.J., LeslieL.M., & FehrR. (2008). To prosper, organizational psychology should adopt a global perspective,Journal of Organizational Behavior, 29(4), 493–517. doi: 10.1002/job.530
29.
GuptaR.K. (1996). Is there a place for the sacred in organizations and their development. Journal of Human Values, 2(2), 149–158.
30.
HackmanJ.R. (1987). The design of work teams. In LorschJ. (Ed.), Handbook of organizational behavior (pp. 315–342). Englewood Cliffs, NJ: Prentice-Hall.
31.
HuntonJ.E., & PriceK.H. (1997) Effects of the user participation process and task meaningfulness on key information system outcomes. Management Science, 43(6), 797–812.
32.
JurkiewiczC.L., & GiacaloneR.A. (2004). A value framework for measuring the impact of workplace spirituality on organizational performance. Journal of Business Ethics, 49(2), 129–142. doi: 10.1023/B:BUSI.00000 15843.22195.b9
33.
KirkmanB.L., & RosenB. (1999). Beyond self-management: Antecedents and consequences of team empowerment. The Academy of Management Journal, 42(1), 58–74. doi: 10.2307/256874
34.
KolodinskyR., GiacaloneR., & JurkiewiczC. (2008). Workplace values and outcomes: Exploring personal, organizational, and interactive workplace spirituality. Journal of Business Ethics, 81(2), 465–480. doi: 10.1007/s10551-007-9507-0
35.
KozlowskiS.W.J., and KleinK. J.2000. A multilevel approach to theory and research in organizations: Contextual, temporal, and emergent processes. In KleinK. J. and KozlowskiS.W.J. (Eds), Multilevel theory, research, and methods in organizations: Foundations, extensions and new directions (pp. 3−90). San Francisco, CA: Jossey-Bass.
36.
MarsickV.J., & WatkinsK.E.2003, Demonstrating the value of an organization’s learning culture: The dimensions of the learning organization questionnaire. Advances in Developing Human Resources, 5(2), 127–132. doi: 10.1177/1523422303251341
37.
MatsuoM. (2012). Leadership of learning and reflective practice: An exploratory study of nursing managers. Management Learning, 43(5), 609–623. doi: 10.1177/1350507612440413
38.
McCormickD.W. (1994). Spirituality and management. Journal of Management Psychology, 9(6), 5–8.
39.
MillerD.W., & EwestT. (2013). The present state of workplace spirituality: A literature review considering context, theory, and measurement/assessment. Journal of Religious & Theological Information, 12(1/2), 29–54.
40.
MyersS. (1993). A trial for Dmitri Karamazov. Educational Leadership, 50(7), 71–72.
41.
NishiiL.H., & RichR.E. (2014). Creating inclusive climates in diverse organizations. In FerdmanB. & DeaneB. (Eds), Diversity at work: The practice of inclusion (pp. 205–228). San Francisco, CA: Wiley.
42.
Oxford Dict. (2015). Definition of Dharma in English from Oxford Dictionary. Retrieved 25July2015, from http://www.oxforddictionaries.com/definition/english/dharma
43.
PandeyA., GuptaR.K., & AroraA.P. (2009). Spiritual climate of business organizations and its impact on customers’ experience. Journal of Business Ethics, 88(2), 313–332.
44.
PawarB.S. (2008). Two approaches to workplace spirituality facilitation: A comparison and implications. Leadership & Organization Development Journal, 89(6), 544–567. doi: 10.1108/01437730810894195
45.
PetchsawangP., & DuchonD. (2012). Workplace spirituality, meditation, and work performance. Journal of Management, Spirituality, & Religion, 9(2), 189–208. doi: 10.1080/14766086.2012.688623
46.
RadhakrishnanS. (2009). The Bhagwadgita (27th Impression). New Delhi, India: HarperCollins.
47.
RamnarayanS. (1996). Measuring organizational learning capability in Indian managers and establishing firm performance linkage: An empirical analysis. The Learning Organization, 13(5), 416–433.
48.
RastogiA., & PatiS.P. (2014). Towards a conceptualization of Karma Yoga (pp. 1–27). Second Pan IIM World Management Conference, IIM Kozhikode.
49.
RousseauD.M. (1988). The construction of climate in organization research. In CooperC.L. & RobertsonI.T. (Eds), International review of industrial and organizational psychology (Vol. 3, pp. 139–159). Chichester, UK: John Wiley.
50.
Ruiz-QuintanillaS.A., & EnglandG.W. (1996). How working is defined: Structure and stability. Journal of Organizational Behavior, 17, 515–540.
51.
RubinA., & BabbieE.R. (2001). Research method for social work (4th Ed.). Pacific Grove, CA: Wadsworth, Inc.
52.
SchneiderB. (2000). The psychological life of organizations. In AshkanasyN.M., WilderonC.P.M. & PetersonM.F. (Eds), Handbook of organizational culture and climate (pp. 17–21). Thousand Oaks, CA: SAGE Publications.
53.
SebastianC.D. (2003). The essential teachings of Bhagavad Gita. Jnanatirtha: International Journal of Sacred Scriptures, 3(2), 193–203.
54.
SharmaS. (1999). Corporate Gita: Lessons for Management. Administration and Leadership. Journal of Human Values, 5(2).
55.
SharmaS. (2002). Corporate rishi leadership model: An Indian model for corporate development & ethical leadership. In PareekUdai, Osman-GaniAahad M., RamanarayanS. & RaoT.V. (Eds), Human resource development in Asia: Trends & challenges (pp. 291–296). New Delhi: Oxford & IBH.
56.
SheepM.L. (2004). Nailing down gossamer: A valid measure of the person–organization fit of workplace spirituality (pp. B1–B6). Best Paper Proceedings of the 63rd Annual Meeting of the Academy of Management.
57.
ShernoffD.J., CsikszentmihalyiM., SchneiderB., & ShernoffE.S. (2003). Student engagement in high school classrooms from the perspective of flow theory. School Psychology Quarterly, 18(2), 158–176.
58.
SudaJ.P. (1970). Dharma: Its nature and role in ancient India. The Indian Journal of Political Science, 31(4), 356–366.
TisdellE.J. (2008). Spirituality and adult learning. New Directions for Adult and Continuing Education, 119(119), 27–36. doi: 10.1002/ace.303
61.
VinziV.E., TrincheraL., & AmatoS. (2010). PLS path modeling: From foundations to recent developments and open issues for model assessment and improvement. In VinziEsposito. (Eds), Handbook of partial least squares (Springer handbooks of computational statistics) (pp. 171–193). Berlin, Heidelberg: Springer-Verlag.
