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.

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.

The influence of team psychological safety on team knowledge creation: a study with French and American engineering teams

2019 ◽  
Vol 23 (6) ◽  
pp. 1157-1175 ◽  
Author(s):  
Peter Cauwelier ◽  
Vincent Michel Ribiere ◽  
Alex Bennet
Keyword(s):  
Knowledge Creation ◽  
Team Learning ◽  
Psychological Safety ◽  
Mixed Method Research ◽  
Content Type ◽  
Engineering Teams ◽  
Proposed Model ◽  
The Usa ◽  
Improved Performance ◽  
The Impact

Purpose This paper aims to explore the impact of team psychological safety and team learning on the creation of team knowledge. When teams engage in learning, their interactions contribute to improved performance. Very little research evaluates whether the learning also creates new knowledge related to the task or the team itself. Design/methodology/approach The proposed model is evaluated through a mixed method research design around a team problem-solving experiment. Task- and team-related team mental models are elicited using concept mapping and questionnaires and are measured before and after the experiment. The model is evaluated in engineering teams from the USA and France. Findings The findings confirm the proposed model; team psychological safety and team learning positively impact team knowledge creation for both task- and team-related knowledge. Originality/value This research has theoretical, methodological and practical implications. The team psychological safety model is expanded, team learning is evaluated from the team interactions instead of members’ self-assessments and team knowledge is measured dynamically. Developing team psychological safety and creating team learning opportunities positively impacts the team’s knowledge.

Macroeconomic conditions are only an illusion, not the solution, to firm sustainability: unveiling the new dimension of stakeholder well-being

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Zahid Irshad Younas ◽  
Mahvesh Khan ◽  
Mamdouh Abdulaziz Saleh Al-Faryan
Keyword(s):  
Well Being ◽  
Developed Countries ◽  
Macroeconomic Performance ◽  
Content Type ◽  
Macroeconomic Conditions ◽  
Us Economy ◽  
The Us ◽  
The Usa ◽  
Negative Impacts ◽  
The One

Purpose The purpose of the study is to explore the misconception that in developed countries, macroeconomic performance lead to sustainable firms or improves stakeholder well-being. The results may be the opposite or even worse. Design/methodology/approach This study examined this misconception using balanced panel data from 1,122 firms from different sectors of the US economy and data on macroeconomic performance from the World Bank. Findings The results of the one-step generalised method of moments indicate that most macroeconomic performance indicators had significant and negative impacts on firm sustainability and stakeholder well-being. Practical implications From a societal perspective, the results illustrate that the fruits of macroeconomic performance of the US economy do not reach stakeholders through firms’ sustainability. Thus, linking the economy’s macroeconomic performance with firm sustainability is vital for sustainably uplifting society and for stakeholder well-being. Originality/value From a policy perspective, this study reveals that the greater focus on macroeconomic performance in the USA over the past decades has resulted in lower firm sustainability because of the malfunctioning of social, economic, environmental and governance factors. This has negatively influenced stakeholder well-being in the country.

Cultural differences in gift recipients’ attitude and behavior toward disliked gifts

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Theeranuch Pusaksrikit ◽  
Sydney Chinchanachokchai
Keyword(s):  
Cultural Differences ◽  
Future Research ◽  
Content Type ◽  
Relationship Closeness ◽  
Marketing Segmentation ◽  
Self Construal ◽  
The Usa ◽  
And Behavior ◽  
Different Cultures ◽  
The Relationship

Purpose The purpose of this paper is to examine the effects of cultural differences and the types of relationship closeness involved in recipients’ emotional and behavioral reactions after receiving disliked gifts. Design/methodology/approach Collecting data from Thailand and the USA, two experiments were conducted in a 2 (self-construal: independent/interdependent) × 2 (relationship closeness: close/distant) between-subjects design. Study 1 explores the recipients’ feelings and reactions upon receipt of a disliked gift. Study 2 explores the disposition process for a disliked gift. Findings The results show that a recipient’s emotions, reaction and disposition process can be affected by cultural differences and relationship closeness: specifically that close and distant relationships moderate the relationship between self-construal and gift-receiving attitudes and behaviors. Research limitations/implications Future research can investigate representative groups from other countries to broaden the generalizability of the findings. Practical implications This understanding can guide gift-givers when selecting gifts for close or distant recipients across cultures. Additionally, it can help retailers develop and introduce new marketing strategies by applying self-construal as a marketing segmentation tool for gift purchase and disposition. Originality/value This research is among the first studies to offer insights into how individuals in different cultures manage disliked gifts they receive from people in either close or distant relationships.

How far are we from understanding corruption? The effect of cultural distance on corruption perception

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mike Szymanski ◽  
Ivan Valdovinos ◽  
Evodio Kaltenecker
Keyword(s):  
Cultural Differences ◽  
International Business ◽  
Design Methodology ◽  
Cultural Distance ◽  
State Level ◽  
Generalized Least Squares ◽  
Content Type ◽  
The Usa ◽  
Corruption Perception ◽  
The Relationship

Purpose This study aims to examine the relationship between cultural distances between countries and their scores in the Corruption Perception Index (CPI), which is the most commonly used measure of corruption in international business (IB) research. Design/methodology/approach The authors applied fixed-effect (generalized least squares) statistical modeling technique to analyze 1,580 year-country observations. Findings The authors found that the CPI score is determined to a large extent by cultural distances between countries, specifically the distance to the USA and to Denmark. Research limitations/implications CPI is often used as a sole measure of state-level corruption in IB research. The results show that the measure is significantly influenced by cultural differences and hence it should be applied with great caution, preferably augmented with other measures. Originality/value To the best of the authors’ knowledge, this is the first study to look at cultural distances as determinants of CPI score. The authors empirically test whether the CPI is culturally biased.

Cross-cultural influences on e-value creation in supply chains

2014 ◽  
Vol 19 (2) ◽  
pp. 187-199 ◽  
Author(s):  
Joshua M. Davis ◽  
Carlo Mora-Monge ◽  
Gioconda Quesada ◽  
Marvin Gonzalez
Keyword(s):  
Supply Chain ◽  
Cultural Differences ◽  
Value Creation ◽  
Cross Cultural ◽  
Business Systems ◽  
National Cultures ◽  
Content Type ◽  
Creation Process ◽  
Cross Cultural Differences ◽  
Value Creation Process

Purpose – This paper seeks to report the results of an empirical study examining the influence of cross-cultural differences on the value creation process from e-business systems in the supply chain. Design/methodology/approach – A questionnaire was sent out to senior managers in companies operating in two culturally distinct national cultures. The effects of cross-cultural differences were examined by testing for between-group differences in the structural model using the multi-group partial least squares (PLS) statistical approach. Findings – Consistent with the resource-based view (RBV), contingency “fit” theory, and prior research, this study demonstrates that the value creation process from e-business systems is significantly enhanced in companies operating in national cultures that emphasize cooperation and interdependence, and promote group-level interests over individual interests. Originality/value – The mechanisms through which performance improvement is achieved from e-business systems are still not fully understood. Little is still known about how digital capabilities and environmental factors work together to influence e-business value creation along the supply chain. In addition, while contextual factors have been highlighted within the stream, the knowledge base is especially limited regarding the role of global factors in shaping the attainment of value from e-business systems in this context. Filling these gaps, this study simultaneously investigates the roles of intermediate capabilities and the macro-environment in creating value from e-business in the supply chain.

Relationship between team learning and team effectiveness

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Katia Elizabeth Puente-Palacios ◽  
Raquel Trinchão de Jesus Barouh
Keyword(s):  
Team Learning ◽  
Individual Learning ◽  
Team Processes ◽  
Content Type ◽  
Team Members ◽  
Proposed Model ◽  
Team Potency ◽  
Collective Process ◽  
Antecedents And Consequences ◽  
The Individual

Purpose The purpose of this paper is two-fold: first, to demonstrate that learning occurs as a collective process in addition to traditional individual learning and second, to identify its antecedents and consequences at the team level. Design/methodology/approach Data were gathered using questionnaires answered by 356 participants organized in 90 teams. Quantitative analytic strategies were applied to verify if individual answers of team members were similar enough to compound team scores and to measure the predictive power of the proposed model. Findings Results showed that team learning is a collective phenomenon: intra-team differences were small and differences between teams were significant. Additional results demonstrated that team learning is predicted by team potency (34%) and, at the group level, explains 5% of the team’s satisfaction. Practical implications The findings of the present research suggest that organizational managers can improve the results of teams by supporting the development of social processes such as potency and learning. Originality/value Learning in organizations has received close attention in recent years. However, publications are focusing mostly on the individual learning that occurs in teams and organizations. The main contribution of this paper is to demonstrate what characterizes team learning as a collective process and which relations it maintains with other team processes.

“Sovereign Democracy” Discourse in the Russian Foreign Policy

2018 ◽  
pp. 178-200
Author(s):  
Neziha Musaoğlu
Keyword(s):  
Foreign Policy ◽  
Russian Federation ◽  
The Other ◽  
Russian Foreign Policy ◽  
The West ◽  
Policy Practice ◽  
Other Hand ◽  
The Usa ◽  
The Russian Federation ◽  
The One

Many important changes occurred in the Russian Federation's foreign policy since 2000s with Putin's coming to power. Although the foreign policy is defined as pragmatic during this period, it is in fact ideologically constructed on the basis of the concept of “sovereign democracy.” The concept constitutes in the same time the source of loyalty of the Russian reelpolitik towards the West, especially the USA and of the Russian anti-globalist policies. The aim of this chapter is to analyze the intellectual, normative, and conceptual dimensions of the “sovereign democracy” concept that could serve to conceive the foreign policy practice of the Russian Federation, on the one hand, and on the other hand its dialectical relationships with the West in the era of globalization.

How Contemporary Publics Understand and Experience Happiness: A Cross-Cultural Perspective

2010 ◽  
Vol 11 (1) ◽  
pp. 1-19 ◽  
Author(s):  
DOH CHULL SHIN
Keyword(s):  
United States ◽  
Cultural Differences ◽  
The United States ◽  
Cross Cultural ◽  
Cultural Perspective ◽  
The West ◽  
China And India ◽  
Cross Cultural Differences ◽  
The People ◽  
Culturally Different

AbstractHow do contemporary publics understand happiness? What makes them experience it? Do conceptions and sources of their happiness vary across culturally different societies? This paper addresses these questions, utilizing the 2008 round of the AsiaBarometer surveys conducted in six countries scattered over four different continents. Analyses of these surveys, conducted in Japan, China, and India from the East; and the United States, Russia, and Australia from the West, reveal a number of interesting cross-cultural differences and similarities in the way the people of the East and West understand and experience happiness. Specifically, the former are much less multidimensional than the latter in their conceptions of happiness. Yet, they are alike in that their sense of relative achievement or deprivation is the most pervasive and powerful influence on happiness.

Trust, caring and organizational learning: the leader’s role

2017 ◽  
Vol 55 (1) ◽  
pp. 103-126 ◽  
Author(s):  
Karen Seashore Louis ◽  
Joseph Murphy
Keyword(s):  
Organizational Learning ◽  
Positive Psychology ◽  
Knowledge Sharing ◽  
School Size ◽  
Academic Support ◽  
Cultural Perspective ◽  
Content Type ◽  
Positive Leadership ◽  
The Usa ◽  
Principal Trust

Purpose The purpose of this paper is to investigate whether principals can have an impact on organizational learning (OL). The authors use a cultural perspective, based both in the emerging literature from positive psychology and the relatively well-developed research tradition in studying the nature and impacts of OL to address four questions: first, is principal’s cognitive trust in teachers’ professional capacities related to knowledge sharing/OL among teachers?; second, is principal’s trust in teachers’ professional capacities related to teachers’ reports of being in a caring school setting (relational trust)?; third, is principal caring related to knowledge sharing/OL among teachers?; and fourth, is principal trust particularly important in school contexts with low income students? Design/methodology/approach An existing database that includes principal and teacher surveys in 116 schools in the USA provides the basis for examining the four questions. Optimized scaling techniques were used to develop measures of principal trust in teachers professional capacities, teachers’ perception of principal caring, an indicator of academic support for students that includes a social justice of equity emphasis, and capacity for OL. The demographic characteristics of the student body and school size were used as possible moderating variables. The data were subject to both regression and path analysis. Findings Principal trust was directly related to teachers’ perceptions of principal caring, and indirectly related to OL. The measure of academic support for students had the strongest direct effect on OL. While the percentage of non-white students and school size had some relationship to OL, they do not change the overall results. The model, which supports the role that principals play in fostering both equity and OL is sustained when the authors examine student achievement. Research limitations/implications The limitations of the study stem largely from the nature of the sample and measures, which are confined to 116 schools in the USA, and a secondary analysis of a cross-sectional survey database. Because understanding the dynamics of a relationship-based/positive leadership perspective require detailed qualitative studies and longitudinal data, the results are presented as suggestive of issues that should be studied further. Originality/value Both trust and OL have been extensively studied both in education and other settings. However, few studies have simultaneously examined leadership, different types of trust and OL and none have done so in the context of positive psychology. The contribution of this analysis is thus empirical (extending the boundaries of what is known using concepts that are familiar) and theoretical (beginning the development of a theory of positive leadership that incorporates multiple factors associated with healthy and productive school environments).

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