Showing papers on "Psychological safety published in 2002"

Vertical versus shared leadership as predictors of the effectiveness of change management teams: An examination of aversive, directive, transactional, transformational, and empowering leader behaviors.

Abstract: This study investigated vertical versus shared leadership as predictors of the effectiveness of 71 change management teams. Vertical leadership stems from an appointed or formal leader of a team, whereas shared leadership (C. L. Pearce, 1997; C. L. Pearce & J. A. Conger, in press; C. L. Pearce & H. P. Sims, 2000) is a group process in which leadership is distributed among, and stems from, team members. Team effectiveness was measured approximately 6 months after the assessment of leadership and was also measured from the viewpoints of managers, internal customers, and team members. Using multiple regression, the authors found both vertical and shared leadership to be significantly related to team effectiveness ( p .05), although shared leadership appears to be a more useful predictor of team effectiveness than vertical leadership. The increasing use of empowered teams and concomitant flattening of organizational structures (Mohrman, Cohen, & Mohrman, 1995) brings into question the more traditional models of leadership. What kind of leadership is more appropriate for this new team-based environment? Pearce (1997), Yukl (1998), Pearce and Sims (2000), and Pearce and Conger (in press) have suggested that shared leadership—leadership that emanates from the members of teams, and not simply from the appointed team leader— may provide the answer to this question. Thus, we investigated this issue within the context of change management teams (CMTs). The CMTs in this study are teams that, while not fully self-managing, have a very high degree of decision-making latitude for improving the operations in their respective areas of responsibility. Thus, our results are most applicable to highautonomy teams that engage in complex tasks, and they may not generalize to traditional work groups. The teams in this study are also all drawn from one organization, which helps to control for situational variables that might influence team effectiveness (e.g., organizational culture) but may limit the generalizability to alternate organizational contexts. More specifically, we explored how the behavior of the appointed team leaders (vertical leadership) versus distributed influence from within the team (shared leadership) accounted for the effectiveness of the CMTs. In this article, we briefly review the behavioral model of leadership that forms the basis of this study and then review literature related to the shared leadership process. We offer several hypotheses regarding the potential role of team leadership in team effectiveness. Subsequently, we describe our methods, present our results, and offer a discussion and conclusion.

The Local and Variegated Nature of Learning in Organizations: A Group-Level Perspective

Abstract: This paper considers the role of team learning in organizational learning I propose that a group-level perspective provides new insight into how organizational learning is impeded, hindering effective change in response to external pressures In contrast to previous theoretical perspectives, I suggest that organizational learning is local, interpersonal, and variegated I present data from an exploratory study of learning processes in 12 organizational teams engaged in activities ranging from strategic planning to hands-on manufacturing of products These qualitative data are used to investigate two components of the collective learning process--reflection to gain insight and action to produce change--and to explore how teams allow an organization to engage in both radical and incremental learning, as needed in a changing and competitive environment I find that team members' perceptions of power and interpersonal risk affect the quality of team reflection, which has implications for their team's and their organization's ability to change

Leadership Effectiveness in Global Virtual Teams

Abstract: The trend toward physically dispersed work groups has necessitated a fresh inquiry into the role and nature of team leadership in virtual settings. To accomplish this, we assembled thirteen culturally diverse global teams from locations in Europe, Mexico, and the United States, assigning each team a project leader and task to complete. The findings suggest that effective team leaders demonstrate the capability to deal with paradox and contradiction by performing multiple leadership roles simultaneously (behavioral complexity). Specifically, we discovered that highly effective virtual team leaders act in a mentoring role and exhibit a high degree of understanding (empathy) toward other team members. At the same time, effective leaders are also able to assert their authority without being perceived as overbearing or inflexible. Finally, effective leaders are found to be extremely effective at providing regular, detailed, and prompt communication with their peers and in articulating role relationships (responsibilities) among the virtual team members. This study provides useful insights for managers interested in developing global virtual teams, as well as for academics interested in pursuing virtual team research.

The impact of cross-training on team effectiveness.

Abstract: The authors examined the role of cross-training in developing shared team-interaction mental models, coordination, and performance in a 2-experiment study using computer simulation methodology (for Experiment 1, N = 45 teams; for Experiment 2, N = 49 teams). Similar findings emerged across the 2 experiments. First, cross-training enhanced the development of shared team-interaction models. Second, coordination mediated the relationship between shared mental models and team performance. However, there was some inconsistency in the findings concerning the depth of cross-training necessary for improving shared mental models. Results are discussed in terms of the impact of different levels of cross-training on team effectiveness.

How leaders influence the impact of affective events on team climate and performance in R&D teams

Abstract: Recently, a variety of leading scholars have issued urgent calls for research into the emotional dimensions of work, arguing that progress in the understanding of organizational behavior is being hampered by a failure to consider the bounded emotionality aspects of human behavior in addition to the bounded rationality aspects. We report on findings from a longitudinal study of research and development (R&D) teams that sheds light on the emotional dimensions of teamwork and knowledge work, with particular attention to the role of team leadership. The paper contributes to the evaluation of the role of emotions and the value of Affective Events Theory (AET) in studies of leadership by (a) identifying the obstacles to innovation and performance in R&D teams, (b) testing the relations between negative events, team affective climate, and team performance, and (c) by identifying the role of team leadership in response to negative events in R&D teams. Practical and scholarly implications for leadership of teams are discussed.

An initial experience with "team learning" in medical education.

Abstract: Team learning is an approach to large-group teaching that combines the strengths of small-group interactive learning with teacher-driven content delivery. Team learning has been used successfully in professional disciplines other than medicine. The authors describe a field test of team learning in the setting of an internal medicine residency noontime lecture in the spring of 2000 at Baylor College of Medicine. They surveyed residents on their attitudes toward the usefulness of the lecture content before and after the session and surveyed them on their engagement in learning. Residents reported their engagement as high and demonstrated favorable changes in their attitudes about the usefulness of the lecture content to their daily medical practice. The authors describe their adaptation of the team-learning approach and conclude that team learning may be a useful new pedagogic tool in medical education.

Leadership, Team Building, and Team Member Characteristics in High Performance Project Teams

Abstract: Interviews of project team members about factors that lead to high levels of team performance were used to create a survey that was given to 151 project teams in the engineering and construction industry. The survey focused on project team leader behaviors, use of team building, and team member characteristics as predictors of project cost and schedule performance. Controlling for use of industry best practices, leader behaviors were found to be significant predictors of project cost performance, while neither team building nor team member characteristics were found to be significant predictors of performance.

Enriching Our Understanding of Student Team Effectiveness

Abstract: As team projects become ever more common in business and in the marketing classroom, an increased understanding of factors contributing to team effectiveness is necessary for instructors to assist students in realizing the potential benefits of this pedagogical tool. Drawing from a wide base of literature on team research, the authors develop an input-process-output model of team effectiveness. Using data from 85 teams from marketing classes, this model was tested. Results support the positive and direct role of cohesion as an input variable on the process variable of team work. Additional relationships are explored, and the implications of the research findings are discussed with practical suggestions for the marketing classroom.

Virtual team interaction styles

Abstract: The virtual team is an increasingly common strategic work unit of many organizations. The virtual team, via various computer-based media (e.g. email, groupware) and noncomputer-based media (e.g. telephone), can interact and collaborate though separated by distance and time. One approach to their study is determining whether factors that drive conventional team performance also exist in the virtual environment. Interaction style has been shown to have a great effect on conventional teams' ability to achieve solution quality and solution acceptance on collaborative decision tasks (Hirokawa, 1985; Watson & Michaelsen 1988; Hirokawa & Gouran, 1989; Cooke & Szumal, 1994). Group interaction styles affect communication and thus team performance by facilitating or hindering the exchange of information among group members. These styles reflect an aggregation of behavioral traits of individual team members, rooted in their individual personalities. The interaction style of conventional teams can be reliably assessed, and from that assessment, performance on collaborative decision tasks can be predicted. This study investigated whether or not virtual teams who collaborate via computer-mediated communication also exhibit similar interaction styles, and whether the styles have the same effects on their decision performance and process outcomes as they do with conventional teams. Members of 42 virtual teams completed an intellective decision first individually and then collaboratively. Post-task measures captured individual and team performance data (e.g. solution quality) as well as process perceptions (individual acceptance of the team solution). An additional post-task tool was able to accurately capture the teams' interaction style. Results show that the interaction styles of virtual teams affect both performance and process outcomes in ways that are directionally consistent with those exhibited by conventional face-to-face teams. Implications include recommending the methodology for virtual team management, and suggestions for future research are offered.

Team heterogeneity and its relationship with team support and team effectiveness

Abstract: Explores the origins of school‐staff team effectiveness by focusing on team characteristics, especially on team heterogeneity and team support. Based on educational and organizational theory, we derived propositions about how heterogeneity may affect team support and team effectiveness. More specifically, we hypothesized that task‐related attributes of heterogeneity (functional, educational, and team tenure) would relate positively to team support and team effectiveness, whereas relations‐related attributes would relate negatively to team support and team effectiveness. With a sample of 48 teams, identified as intact work teams, we found results partially confirming our propositions. Specifically, high heterogeneous teams in gender and functions were more supportive and effective than low heterogeneous teams in those attributes. By contrast, high heterogeneous teams in tenure were less supportive and effective than low heterogeneous teams in that attribute. The results are discussed in light of the specific context of schools, and several theoretical and managerial implications are drawn.

Lessons from Everest: THE INTERACTION OF COGNITIVE BIAS, PSYCHOLOGICAL SAFETY, AND SYSTEM COMPLEXITY

Abstract: Many participants and observers have analyzed the 1996 Mount Everest tragedy and blamed a host of factors including the weather, equipment failures, and human error. This article examines the people and events through three theoretical lenses: behavioral decision theory, group dynamics, and complex systems. Factors at each level—individual, group, and organizational system—interacted with one another to cause the tragedy. This analysis provides a framework for understanding and diagnosing largescale organizational failures, and it provides several important lessons for managers making and implementing high-stakes decisions within organizations.

Understanding Human Interaction and Performance in the Virtual Team

Abstract: This state-of-research review presents a stream of work that focuses on the question of whether factors that drive conventional team performance also apply to the virtual environment. Conventional teams exhibit group interaction styles that affect communication and thus team performance by facilitating or hindering the exchange of information among group members. In conventional teams, interaction style can be reliably assessed, and from that assessment, performance can be predicted. Here we present an overview of three studies that investigate human interaction and performance in the virtual setting. The first study presents the conversion of an instrument designed to assess interaction styles in face-to-face environments for use with virtual teams collaborating via the Internet. Results illustrate that interaction style predicts task performance outcomes (such as solution quality) and process outcomes (such as solution acceptance) in virtual teams in ways very similar to those seen in face-to-face teams. The second study offers a direct comparison of performance in virtual and face-to-face teams. Results show that virtual teams are less successful than face-to-face teams on most outcome measures. In addition, interaction styles explain much more variance of process outcomes than does communication mode. The third study examines the role of expertise and extraversion on interaction style and performance. Results indicate that extraversion begets a productive interaction style but that a difference in extraversion between team members leads to a negative style. We conclude with an integrative discussion and suggest additional avenues for this research. INTRODUCTION The prevailing perspective for research on virtual teams-particularly for IS researchers-is the linkage between communication technology attributes and usage, and team performance. This is so for both laboratory studies (e.g., Warkentin, et al., 1997; Ocker, et al., 1998; Tan, et al., 2000) and field studies (e.g, Maznevski and Chudoba, 2000). Conspicuously underrepresented as an independent variable in the IS literature on virtual teams is the quality of human interaction. We present a review of an empirical research stream that illustrates the critical and pervasive role that interaction plays in both the face-to-face (FTF) and the virtual context, how that interaction affects team performance on tasks that require information sharing, and how computer-based communication technologies affect the interaction dynamics and ultimately the team performance itself. Taken in sum, these studies create an important contextual perspective for virtual team, group support system (GSS), and computer-mediated communication (CMC) researchers: The effects of communication technology and its usage may be quite secondary to those that result from how the virtual group or team interacts. We begin with a more detailed description of relevant virtual team and allied research streams. Then we present the theoretical foundations of our work, a description of the research and findings to date, and conclude with some insights and suggestions for future research. DANCING AROUND THE OBVIOUS Anyone who has been assigned to work on a group or team project is immediately concerned with the quality of interaction they might enjoy with their teammates. Are these people easy to get along with? Are there some massive egos? Do we have extraverts who "hog the bandwidth" or passive folks who contribute little? Of course competency matters too, but not all competent people get along with each other, and friction can make teamwork a nightmare. Because of the relatively few prominent linkages between individual psychology and MIS, personality and group dynamics-- obvious drivers of team performance--have received little direct attention from IS researchers examining virtual teams. Personality and group interaction has, of course, been studied extensively in mainstream psychology, and some aspects have received the attention of CMC researchers. …

Using reflective learning journals to improve individual and team performance

Abstract: This paper describes the successful application of reflective learning journals to promote critical self‐awareness and improve both individual and team performance among members in 11 management undergraduate teams conducting management research projects. Qualitative analyses of the journals revealed several major themes; for example, management skills development, leadership, team communications, stresses of team work, and individual versus team work. Analyses of the journaling evaluation data showed that participants found journaling a useful learning tool. Recommendations are presented for those interested in using reflective learning journals to improve individual and team performance.

From loose groups to effective teams: The nine key factors of the team landscape

Abstract: In this article a framework is developed, and validated, that provides an insight into the critical issues associated with the transformation of a loose group into an effective team. In this context, a loose group is defined as a number of individuals brought together to achieve a task, but with no further development undertaken. An effective team, by contrast, is one in which development of a supportive social structure has occurred, with each individual adapting his behaviour to optimise his personal contribution to the team. The insight gained has enabled the authors to identify those issues that limit the speed with which an effective team forms. This in turn has enabled specific recommendations to be made that will help effective teams to form in the minimum time. In the current research program the organisation studied was a multinational engineering company, engaged in the design, development and manufacture of rotating turbomachinery.

Can staff attitudes to team working in stroke care be improved

Abstract: BACKGROUND: Teamwork is regarded as the cornerstone of rehabilitation. It is recognized that the skills of a multiprofessional team are required to provide the care and interventions necessary to maximize the patient's potential to recover from his/her stroke. LITERATURE REVIEW: Critical evaluation of team working is lacking in the literature. Indeed, there is no consensus on a precise definition of teamwork or on the best way of implementing it, beyond a general exhortation to members to work to the same therapeutic plan in a cohesive manner. The literature has highlighted many problems in team working, including petty jealousies, ignorance and a perceived loss of autonomy and threat to professional status. AIM: To determine if the use of team co-ordinated approaches to stroke care and rehabilitation would improve staff attitudes to team working. METHOD: A pre-post design was adopted using 'The Team Climate Inventory' to explore attitudes to team working before and after introducing the interventions. Local Research Ethics Committee approval was obtained. RESULTS: Improvements in attitudes towards team working suggest that the introduction of team co-ordinated approaches (integrated care pathways and team notes) did not result in greater team working. LIMITATIONS: The introduction of an integrated care pathway and team notes is based on an assumption that they would enhance team working. CONCLUSIONS: The results suggest that the introduction of team co-ordinated approaches (team notes and care pathways) do not improve attitudes to team working, teams appear to take a long time to establish cohesion and develop shared values.

Preparing students for success in team work environments: The importance of building confidence

Abstract: An important skill for employees today is the ability to work amid fast business growth while remaining satisfied with their jobs and performing to the best of their abilities. Teams are increasingly becoming integral parts of contemporary organizations (Stewart, 2000; Cornwall and Perlman, 1990), where teams are used in the quest to grow quickly and yet remain flexible (Metzmaekers, 2000). Therefore, teams have become a useful part of management education in allowing students valuable experience in team environments before they graduate and become involved in real-world team situations. By examining various individual behavior variables such as self-efficacy, individual satisfaction, and individual performance within teams, researchers! educators can study how to prepare students to be successful in a team environment. Literature on effective team composition examined mainly demographic characteristics and their influences on team effectiveness (Gampion et al., 1993; Bantel and Jackson, 1989; Wanous and Youtz, 1986). While some suggested that diversity has a positive impact on team functioning (Timmennan, 2000; Campion et al., 1993), others suggested that homogeneity might lead to better performance (Jackson et al., 1991). Demographic variables that are commonly studied for their associations with team effectiveness are average age (Bantel and Jackson, 1989), level of education (Dollinger, 1984), gender (Shaw, 1981; Wood, 1987), race (Levine, 1987), and nationality (Salk, 2000; Smith et al., 1994). General findings in team research suggests that for solving complex, nonroutine problems, teams are more effective when they are composed of people with a variety of skills, knowledge, ability, and perspectives (Gladstein, 1984; Hackman, 1987; Pearce and Ravlin, 1987; Wanous and Youtz, 1986). However, composition based on ability or confidence in the aspects specific to team environment has not been adequately studied. Anyone who has taught a course with a major team project knows that student attitude toward teamwork varies considerably. Anecdotal evidence suggests that, in such a classroom, a large proportion of students are not confident with specific aspects of a team environment. This study proposes that studying individual behavior variables, such as self-efficacy and satisfaction, is important to find the right mix of people in a team. Specifically, to improve individual performance and satisfaction of students in team settings and their ability to work in teams, it is important to improve their self-efficacy of working in a team environment. In the current study, self-efficacy is investigated as it affects individual satisfaction and individual performance in team settings of upper-level management courses. To do this, relevant literature is reviewed and a model displaying relationships among self-efficacy, team performance, individual satisfaction and performance is developed. Based on this model, hypotheses are developed. Next, an explanation of methodology and results of the analysis is presented. Finally, a discussion of the findings and their implications is provided. THE CONCEPT OF SELF-EFFICACY Self-efficacy is a central component in Bandura's (1986) Social Cognitive Theory, in which cognitive variables are suggested to have the capability to generate outcomes, given the processing of external inputs. Researchers have focused on improving self-efficacy in order to improve both individual and organizational performance (Gist and Mitchell, 1992). Little research has been conducted concerning the development of self-regulatory processes such as self-efficacy perceptions (Thomas and Mathieu, 1994), suggesting the need for research like the current study. Self-efficacy, one of the constructs of Bandura's (1982) Social Cognitive Theory "refers to beliefs in one's capabilities to mobilize the motivation, cognitive resources, and courses of action needed to meet given situational demands" (Wood and Bandura, 1989:408). …

Teamworking in Mental Health

Abstract: Introduction. What is This Book About? Describing Effective Teams The Historical and Policy Context for Mental Health Team Working So What's so Great About Team Working? Team Design in a Strategic Context Designing Teams to Respond to Complex Needs Individual Practice in Teams The Leadership and Management of Team Process Looking After Team Members Staying Effective Over the Long Term

The impact of team leader performance on team member satisfaction: the subordinate’s perspective

Abstract: The focus of this paper was twofold: to examine critical team leader behaviors (as perceived by the subordinate) that result in team member satisfaction; and to determine if there is a significant difference between the perceptions of team leaders and team members regarding the level of team satisfaction and factors that predict team leader performance. Results indicate that team member satisfaction was influenced by: the extent to which communication within the group was open; and the team leaders’ performance. Team leader performance was influenced by the team members’ satisfaction with their leaders’ ability to resolve conflicts and the teams’ openness in communication. Team members’ and leaders’ perceptions did not differ significantly regarding open communication in the group, however, team members assessed their leaders’ performance less favorably than the team leaders assessed themselves and were less satisfied with the team leaders’ ability to resolve conflicts.

Team effectiveness – development of an audit questionnaire

Abstract: Much has been said and written about the importance of teams to the success of organisations and emphasis has been given to the benefits of team‐building activities to achieving both team and organisational effectiveness. Describes attempts to move beyond team building and to link organisational development to team effectiveness in a coherent way. In order to achieve this goal, a team effectiveness audit tool has been devised which is based on individual self‐assessment. The audit tool focuses on six domains considered to be important in effective teams. The self‐report audit tool has now been used by over 140 teams across a range of public‐sector organisations and this has enabled a significant database to be built up. This provides a large normative data set against which individual team performance can be gauged. Focuses on data derived from 37 teams within an integrated acute and community health and social services (HSS) trust. Overall the team effectiveness audit tool has been well received and has proven to be an effective mechanism of linking individual and team performance with organisational‐management objectives.

Leadership and Semiautonomous Work Team Performance A Field Study

Abstract: The impact of leadership on group performance was investigated in the context of a semiautonomous work team environment. The relationship between group performance and team leadership, as exhibited...

Training students to become effective workplace team leaders

Abstract: Employers often comment on the lack of good team leadership skills exhibited by newly graduated business students. While an understanding of the factors that contribute to effective communication in workplace teams does exist, are we certain that the factors influencing quality of communication between student team leaders and team members are the same as the factors influencing quality of communication in workplace teams? To investigate this issue, students were surveyed. Results indicate that student team leaders mirror workplace team leaders in all but one important factor: the use of exchange as a tactic of influence. Use of supportive influence tactics and recognition that assertive tactics are not effective was consistent with workplace team leader tactics. As with workplace team leaders, trust was an important determinant with satisfaction with the team leader’s communication. Implications and suggestions for training students to become effective team members in the work world are discussed.

Managing in the New Team Environment: Skills, Tools, and Methods

Abstract: A member of the AWL OD Series! This book, which includes extensive case studies, is designed to help managers understand the social and psychological realities that shape their choices and behaviors. The author presents guidelines to help the manager adapt to the dual role of being a member of a team as well as the leader of a team, and thereby ensure that the team functions at optimal effectiveness. CONTENTS 1. Understanding the New Team. 2. Creating Team Structure. 3. Facilitating the Team Process. 4. Managing the Individual. 5. Taking the Learner Role.

Team Learning: Opportunities and challenges for school leaders

Abstract: This article explores the potency of teamwork as a vehicle for organisational learning. The nature of teamwork presents possibilities for team learning to shape cultures that value and act on feedback to improve quality. However, a baseline survey of team incidence and practice in New Zealand schools highlights a tension between a high demand for accountability and a low emphasis on team review and development, the very conditions needed for team learning. Review of one large secondary school Senior Management Team revealed that whilst the team was generally performing well, there were gaps between expectations and actions in several skill areas critical to team learning. It is contended that defensiveness creates a tendency to bypass learning opportunities and that teams can learn the skills of productive dialogue to engage in effective communication and consequently in organisational learning. Leaders themselves should be challenged to learn and model productive dialogue in the context of team action. U...

Team responsibility structure and team performance

Abstract: The purpose is to analyse the impact of team responsibility (the division of job regulation tasks between team leader and team members) on team performance. It bases an analysis on 36 case studies in The Netherlands which are known to have implemented team‐based work. The case studies were executed in 1997 by means of face‐to‐face interviews with HRM staff and line management. It concludes from the analyses that two different types of team responsibility prevail. In a “hierarchical team” team leaders take responsibility for decisions concerning work preparation, support and control, while in the “shared‐responsibility team” decisions are taken by the team members themselves. The analyses show that “shared‐responsibility teams” are thought to contribute more substantially to team performance outcomes than “hierarchical teams”. The analysis helped gain a better understanding of the relationship between HRM and organisation performance, as it is viewed in the “human resource‐based view of the firm”.

Understanding Team Adaptability: Initial Theoretical and Practical Considerations

Abstract: Team adaptability is just beginning to be understood by researchers. Team training, team effectiveness, and adaptability have provided researchers with a pool of evidence that can be leveraged into...

Mastering Team Leadership

Abstract: Foreword Preface Introduction Motivating Human Resource Developing Human Resource Team Behaviour and Groupthink Team Development Team Roles High Performance Teams: Recruiting for Success The Role of the Leader Power and Relationships Conflict Resolution Teams and Culture Conclusion Appendices Bibliography Index

Building Effective Teams

Abstract: Teams of agents can be made more effective by the introduction of team assistants to accomplish specific tasks. Team assistants may be real or virtual and may be first class team members or only team adjuncts. For example, a team assistant may be created as a virtual, first class team member to serve as team manager to coordinate the actions of team members. The need for a team assistant might be indicated by evaluations either internal to (subjective), or external to (objective) the team. Some example subjective measures for determining the desirability of invoking a team assistant are given.