Team faultlines and upward voice in India: The effects of communication and psychological safety

2022 ◽  
Vol 142 ◽  
pp. 540-550
Author(s):  
Nabila Khan ◽  
Lata Dyaram ◽  
Kantha Dayaram
Keyword(s):  
2011 ◽  
Author(s):  
Warren C. K. Chiu ◽  
Humphrey Leung ◽  
Kaylee Kong ◽  
Cynthia Lee

2020 ◽  
Vol 48 (11) ◽  
pp. 1-7
Author(s):  
Guodong Yang

I proposed a model to explain how workplace fun is effective in facilitating employee creativity, with a focus on the mediating role of psychological safety in this relationship. Participants comprised 269 employees of hotels in China. Results show that workplace fun had a direct, significantly positive effect on employee creativity, as well as an indirect relationship through the mediator of psychological safety. These findings show that a fun work environment helps to enhance employee creativity. Thus, it is beneficial for managers of organizations to create a fun work environment, and they should also consider employees' sense of psychological safety when allowing employees to have fun at work.


2019 ◽  
Vol 9 (1) ◽  
pp. 20-44
Author(s):  
Valentína Šuťáková ◽  
Janka Ferencová ◽  
Martina Kosturková

Organizational learning as a strategic tool for organizational change and stabilization of success has been discussed in a school environment since the 1990s. Its importance is increasing in the context of dynamic development of the society and the need to flexibly adapt to constant changes. Organizational learning research focuses on analyzing factors that are important to organizational learning and adaptability. The study aim was to examine a school environment as a determinant of organizational learning support. We chose a design of qualitative research, in which a group interview with 32 teachers from four schools was carried out. Based on the interviews we specified five categories of organizational learning support – psychological safety, open communication, cooperation, openness to new ideas, engagement and participation. Through an analysis of participants‘ responses, we identified the most significant barriers to organizational learning in the environment of selected schools. Their recognition has made it possible to formulate recommendations related to school management and to the promotion of organizational learning at schools.


Nursing Forum ◽  
2014 ◽  
Vol 50 (3) ◽  
pp. 171-178 ◽  
Author(s):  
Gina Aranzamendez ◽  
Debbie James ◽  
Robin Toms

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