The influence of team psychological safety on team
knowledge creation: A comparative study between
Thai and French teams
P...
Agenda
1. Problem statement
2. Research objectives
3. Brief literature review
4. Research paradigm
5. Conceptual framework...
Problem statement
Team psychological safety has been shown to impact
team learning behaviors. Team learning behaviors
infl...
Research Objectives
4
The purpose of this research is to evaluate the
relationship between team psychological safety
(lead...
Brief literature review
5Psychological Safety, Trust, and Learning in Organizations: A Group-level Lens
Amy Edmondson, 200...
Brief literature review
6
(Bennet and Bennet 2012)
LEARNING LEADS TO KNOWLEDGE CREATION
Brief literature review
7
TEAM KNOWLEDGE
Team Knowledge Research: Emerging Trends and Critical Needs
Jessica L. Wildman, A...
Research paradigm: Mixed methods
8
Conceptual framework
9
TEAMS IN FRANCE
TEAMS IN THAILAND
Team learning
behavior
Team
psychological
safety
Team
knowledge
c...
Conceptual framework
10
H0 Teams with higher team psychological safety engage in more team learning
behavior than teams wi...
Research design
The research will be conducted in teams with 5-8 members, in
engineering departments in Thailand and Franc...
Data collection
12
Step 1
Evaluate team
psychological safety
Quantitative
Qualitative
Step 3
Team performs challenge
and r...
Data collection
Quantitative
Qualitative
Step 5
Team performs 2nd part of challenge
and researcher evaluates team
learning...
Limitations
The main limitations of this research are related to the
setting of the experiment:
- teams in 1 organization ...
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Team Learning and Knowledge Creation PhD research presentation June 2013

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Status of my PhD research and model creation around team learning and team knowledge creation

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Team Learning and Knowledge Creation PhD research presentation June 2013

  1. 1. The influence of team psychological safety on team knowledge creation: A comparative study between Thai and French teams Peter Cauwelier peter@asioconsulting.com 2nd year student 1June 23rd, 2013
  2. 2. Agenda 1. Problem statement 2. Research objectives 3. Brief literature review 4. Research paradigm 5. Conceptual framework 6. Research design 7. Data collection 8. Limitations 2
  3. 3. Problem statement Team psychological safety has been shown to impact team learning behaviors. Team learning behaviors influence team performance, although the scope of team performance is often left vague. Learning leads to knowledge. There has been little research to evaluate how team psychological safety impacts the knowledge that is created, stored and reused at the team level. 3
  4. 4. Research Objectives 4 The purpose of this research is to evaluate the relationship between team psychological safety (leading to team learning behavior) and the knowledge created at the team level. Knowledge and teams are two crucial elements organizations count on to maintain or develop their competitive advantage. Confirming the link between team psychological safety and team knowledge creation will bring valuable information to organizations about the necessary conditions to ensure teams create knowledge.
  5. 5. Brief literature review 5Psychological Safety, Trust, and Learning in Organizations: A Group-level Lens Amy Edmondson, 2003 Team psychological safety Team learning behavior Team performance Antecedents to team psychological safety: - Team leader behavior - Informal group dynamics - Trust and respect - Use of practice fields - Supportive organizational context Elements of team learning behavior - Feedback seeking - Help seeking - Speaking up about concerns/mistakes - Innovative behavior - Boundary spanning Team Psychological Safety = a shared belief held by members of a team that the team is safe for interpersonal risk taking Psychological safety and learning behavior in work teams Amy Edmondson, Administrative Science Quarterly; Jun 1999
  6. 6. Brief literature review 6 (Bennet and Bennet 2012) LEARNING LEADS TO KNOWLEDGE CREATION
  7. 7. Brief literature review 7 TEAM KNOWLEDGE Team Knowledge Research: Emerging Trends and Critical Needs Jessica L. Wildman, Amanda L. Thayer, Davin Pavlas (2012) Shared cognition = static, from structure Team cognition = dynamic, from interactions Interactive Team Cognition (ITC) theory (Nancy Cooke 2012)
  8. 8. Research paradigm: Mixed methods 8
  9. 9. Conceptual framework 9 TEAMS IN FRANCE TEAMS IN THAILAND Team learning behavior Team psychological safety Team knowledge creation H0 H1 H2 H3 “mediating variable” (culture) H4 “control variable” (culture)
  10. 10. Conceptual framework 10 H0 Teams with higher team psychological safety engage in more team learning behavior than teams with lower team psychological safety H1 Teams with higher team learning behavior create more team knowledge than teams with lower team learning behavior H2 Teams with higher team psychological safety create more team knowledge than teams with lower team psychological safety H3 Psychological safety in teams in Thailand have a more pronounced effect on the creation of team knowledge than in France: - low psychological safety has a very strong negative impact in Thailand - low psychological safety has a moderate negative impact in France - high psychological safety has a very strong positive impact in Thailand - high psychological safety has a moderate positive impact in France H4 Elements affecting team psychological safety are different between cultures, and their relative importance is different
  11. 11. Research design The research will be conducted in teams with 5-8 members, in engineering departments in Thailand and France, from the same organization. The level of team psychological safety will be evaluated in each team. Each team will engage in a 2-part team challenge: 11 training of individual team members on different tasks team challenge part 1 assessment team challenge part 2 assessment assess team psychological safety in the team Example of challenge: designing and building a model rocket
  12. 12. Data collection 12 Step 1 Evaluate team psychological safety Quantitative Qualitative Step 3 Team performs challenge and researcher evaluates team learning behaviors N/A Researchers will codify and count the occurrence of learning behaviors in each team challenge from the video recordings; opposite behaviors (negative learning behaviors) will equally be codified and counted* Before the challenge, team members are trained on distinct skills necessary to perform the task Questionnaires filled by team members Instruments exist in Edmondson 1999 and have been further developed by other resources* Individual interviews, questions to be developed Questions will focus on antecedents of team psychological safety and evaluate if any differences exist between teams in 2 countries * existing instruments or methodologies Performance level of the team challenge (part 1) Team interview session, questions to be developed Questions will focus on the learning experience, and the extent to which team members have learned about themselves, the team members, the task Step 4 Assessment Step 2
  13. 13. Data collection Quantitative Qualitative Step 5 Team performs 2nd part of challenge and researcher evaluates team learning behaviors, and re-use of knowledge Note: in this 2nd part, researchers will look out to see how team members learned from each other in the 1st session, to see if knowledge had been created in this first session, and if this knowledge is re-used Step 6 Assessment Performance level of the team challenge (part 2) Team interview session, questions to be developed Questions will focus on new knowledge that the team members have discovered in the challenge, about themselves, the team members, the task … in particular the extent to to which team members have been able to reuse knowledge created in the 1st session 13 * existing instruments or methodologies N/A Researchers will codify and count the occurrence of learning behaviors in each team challenge from the video recordings; opposite behaviors (negative learning behaviors) will equally be codified and counted*
  14. 14. Limitations The main limitations of this research are related to the setting of the experiment: - teams in 1 organization only - Thailand and France only - engineering teams only This research follows a mixed method paradigm and the sampling size is limited to 2x3 teams. Additional research with a larger variation of team background and cultural settings could help for these limitations. 14

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