The Influence of Change-Oriented Leadership and Psychological Safety on Team Learning in Healthcare Teams

2013 ◽  
Author(s):  
Aída Ortega ◽  
Piet Van den Bossche ◽  
Miriam Sánchez-Manzanares ◽  
Ramón Rico ◽  
Francisco Gil
Keyword(s):  
Team Learning ◽  
Psychological Safety ◽  
Healthcare Teams

From orientation to behavior: The interplay between learning orientation, open-mindedness, and psychological safety in team learning

2019 ◽  
Vol 72 (11) ◽  
pp. 1726-1751 ◽  
Author(s):  
Jean-François Harvey ◽  
Kevin J Johnson ◽  
Kate S Roloff ◽  
Amy C Edmondson
Keyword(s):  
Team Learning ◽  
Psychological Safety ◽  
Theory And Practice ◽  
Team Development ◽  
Learning Orientation ◽  
Key Factors ◽  
Team Members ◽  
New Ideas ◽  
Time Lagged ◽  
Learning Team

Do teams with motivation to learn actually engage in the behaviors that produce learning? Though team learning orientation has been found to be positively related to team learning, we know little about how and when it actually fosters team learning. It is obviously not the only factor that may impact learning in teams. Team psychological safety, or the way team members feel about taking interpersonal risks, is another important factor associated with team learning. Team open-mindedness, or the degree of curiosity that teams have for new ideas, is also likely to impact team learning. So far, these factors have been investigated independently of each other. In this article, we draw from theory on team development and goal achievement to develop a model of team learning that includes them. We report the results from a time-lagged, survey-based study designed to test our model. We found that the relationship between team learning orientation and team learning is mediated by team psychological safety. Yet, this is only true when team open-mindedness is low, not when it is high. We thus reveal initial patterns of interaction and discrimination among key factors that are related to team learning in ways that contribute to both theory and practice.

scholarly journals A systematic review of factors that enable psychological safety in healthcare teams

2020 ◽  
Vol 32 (4) ◽  
pp. 240-250 ◽  
Author(s):  
Róisín O’donovan ◽  
Eilish Mcauliffe
Keyword(s):  
Systematic Review ◽  
Keyword Search ◽  
Data Extraction ◽  
Grey Literature ◽  
Psychological Safety ◽  
Healthcare Setting ◽  
Narrative Synthesis ◽  
Observational Measures ◽  
Healthcare Teams ◽  
Study Selection

Abstract Purpose The current systematic review will identify enablers of psychological safety within the literature in order to produce a comprehensive list of factors that enable psychological safety specific to healthcare teams. Data sources A keyword search strategy was developed and used to search the following electronic databases PsycINFO, ABI/INFORM, Academic search complete and PubMed and grey literature databases OpenGrey, OCLC WorldCAT and Espace. Study selection Peer-reviewed studies relevant to enablers of psychological safety in healthcare setting that were published between 1999 and 2019 were eligible for inclusion. Covidence, an online specialized systematic review website, was used to screen records. Data extraction, quality appraisal and narrative synthesis were conducted on identified papers. Data extraction Thirty-six relevant studies were identified for full review and data extraction. A data extraction template was developed and included sections for the study methodology and the specific enablers identified within each study. Results of data synthesis Identified studies were reviewed using a narrative synthesis. Within the 36 articles reviewed, 13 enablers from across organizational, team and individual levels were identified. These enablers were grouped according to five broader themes: priority for patient safety, improvement or learning orientation, support, familiarity with colleagues, status, hierarchy and inclusiveness and individual differences. Conclusion This systematic review of psychological safety literature identifies a list of enablers of psychological safety within healthcare teams. This list can be used as a first step in developing observational measures and interventions to improve psychological safety in healthcare teams.

The relationships between perceived team psychological safety, transactive memory system, team learning behavior and team performance among individual team members

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Su Min Kim ◽  
Moon Jung Kim ◽  
Sung Jun Jo
Keyword(s):  
Team Performance ◽  
Team Learning ◽  
Psychological Safety ◽  
Transactive Memory ◽  
Memory System ◽  
Learning Behavior ◽  
Cross Sectional ◽  
Content Type ◽  
Team Members ◽  
Transactive Memory System

PurposeThis study aimed to investigate the relationships between individual team member's perception of team psychological safety (TPS), individual team member's perception of transactive memory system (TMS), individual team member's perception of team learning behavior (TLB) and individual team member's perception of team performance (TP).Design/methodology/approachThis cross-sectional study used a paper-based questionnaire that was distributed to 500 employees in travel-related industries and responses were received from 467 employees. Finally, 394 surveys were used after excluding insincere responses. Using SPSS & AMOS version 25.0, factor analysis, correlation, path analysis and mediation analysis were performed.FindingsThe findings reveal that there is a significant association between TPS, TMS, TLB and TP, except for the specialization subdimension of TMS and reflective communication and knowledge codification subdimensions of TLB. There was no mediation role of TLB; however, credibility and task coordination subdimensions of TMS showed partial mediating effects between TPS and TP.Originality/valueThis study offers suggestions for management, emphasizing the importance of TPS. Recent and rapid organizational changes have dramatically increased employees' job insecurity, which can affect their psychological safety. Therefore, organizations should actively support employees to feel psychologically stable to improve performance by utilizing TMS and TLB among individual team members.

scholarly journals Team trust and performance in pediatric trauma

2020 ◽  
Vol 9 (1) ◽  
pp. 93-97
Author(s):  
Sarah Coppola ◽  
Kristen Webster ◽  
Ayse Gurses
Keyword(s):  
Team Learning ◽  
Pediatric Trauma ◽  
Psychological Safety ◽  
Pediatric Intensive Care ◽  
Child Life ◽  
High Stakes ◽  
Targeted Interventions ◽  
And Performance ◽  
Trauma Teams ◽  
Team Trust

Pediatric trauma cases involve multiple healthcare workers and a complicated coordination of care. The differing roles and changing hospital schedules means that trauma teams are constantly changing and each trauma case may involve a new team. Trust in these dynamic, high stakes environment is important for team performance. A survey on team trust, psychological safety, and team learning behavior was circulated by email to all roles that respond to the highest level trauma at a large, Midatlantic, level 1 pediatric trauma center. Seventy-seven participants responded and represented the emergency department, pediatric intensive care unit, surgery, respiratory therapy, pharmacy, technician, child life, social work, and spiritual care. The respondents generally scored high on measures of psychological safety; however, the majority (69%) did not agree that it was safe to take a risk on the team. Similarly, the respondents scored high on measures of team trust. Measures of team learning varied with the majority responding neither agree nor disagree on “In this team, someone always makes sure that we stop to reflect on the team's work process,” “People in this team often speak up to test assumptions about issues under discussion,” and “We invite people from outside the team to present information or have discussions with us”. The results show that these responses also vary by role and home department, but these differences were not statistically significant. Understanding current perceptions of team trust and learning will allow for targeted interventions to improve team communication and performance in pediatric trauma.

Team psychological safety and team learning: a cultural perspective

2016 ◽  
Vol 23 (6) ◽  
pp. 458-468 ◽  
Author(s):  
Peter Cauwelier ◽  
Vincent M. Ribière ◽  
Alex Bennet
Keyword(s):  
Cultural Differences ◽  
Team Learning ◽  
Psychological Safety ◽  
Cultural Perspective ◽  
The West ◽  
National Cultures ◽  
Content Type ◽  
Team Members ◽  
The Usa ◽  
The One

Purpose The purpose of this paper was to evaluate if the concept of team psychological safety, a key driver of team learning and originally studied in the West, can be applied in teams from different national cultures. The model originally validated for teams in the West is applied to teams in Thailand to evaluate its validity, and the views team members have on the antecedents of team psychological safety are analyzed. Design/methodology/approach The core of the sequential explanatory mixed method research was an experiment with nine teams from a single engineering organization (three teams from each the USA, France and Thailand). Team learning behaviors were analyzed from the conversations between team members. Team psychological safety was analyzed through a quantitative instrument and one-on-one structured interviews with each team member. Findings The results showed that the original model is confirmed for the teams from the USA and France but not confirmed for teams from Thailand. The thematic analysis of the one-on-one interviews highlights important differences between teams from the USA and France on the one hand and teams from Thailand on the other hand when it comes to the role of the team manager and the views that team members have on the diversity between them. Originality/value This research confirms that the concept of team psychological safety, and its impact on the way teams learn, needs to be adjusted if it is to be applied to teams in countries with national cultures different from those prevalent in the West. The implications are that researchers who develop theories in the social sciences field should evaluate how cultural differences impact their models, and that managers who implement learning and solutions should take national cultural differences into consideration.

Experiential Learning Style Grouping Impact on Student Outcomes in Team Leadership Coursework

2021 ◽  
pp. 104649642110235
Author(s):  
Jonathan Orsini ◽  
Laura L. Greenhaw ◽  
Bradley M. Coleman ◽  
Whitney A. Stone ◽  
J.C. Bunch
Keyword(s):  
Experiential Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Team Learning ◽  
Group Development ◽  
Psychological Safety ◽  
Team Leadership ◽  
Learning Behavior ◽  
Student Groups ◽  
Stages Of Group Development

This study explores how different team configurations based on members’ experiential learning styles impacted group level variables including team learning behavior, stages of team development, potency, psychological safety, and satisfaction in an undergraduate class. Groups with homogeneous learning styles experienced higher levels of friendship and lower levels of conflict, which were associated with greater satisfaction and more rapid progress through the stages of group development. Most significantly, satisfaction was more strongly correlated to team learning behavior than psychological safety, suggesting that student groups in higher education settings may rely on other factors to progress through the stages of group development.

The Interplay between Learning Orientation, Openness and Psychological Safety in Team Learning

2018 ◽  
Vol 2018 (1) ◽  
pp. 11101
Author(s):  
Jean-François Harvey ◽  
Kevin J. Johnson ◽  
Kathryn Sarah Roloff
Keyword(s):  
Team Learning ◽  
Psychological Safety ◽  
Learning Orientation
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