Levels Of Psychological Safety Research Articles

A safe space and leadership matter for innovation: Exploring the role of psychological safety in the relationship between transformational leadership and innovation radicalness in Kyrgyz classrooms

The present research examines the relationship between school transformational leadership and innovation radicalness in classrooms with the moderating and mediating role of psychological safety, to provide an understanding of whether and to what extent the influence of leadership on innovation radicalness in teaching might be strengthened or weakened across various levels of psychological safety. Utilizing a dataset that included 5052 teachers working in 147 schools across Kyrgyzstan, we conducted multilevel analyses to test the proposed hypotheses. We found a positive association of transformational leadership with psychological safety and innovation radicalness in classrooms at the teacher level. Moreover, transformational leadership was more strongly related to radical innovation in schools with greater psychological safety among teachers both at the teacher and school levels. We conclude that school principals should prioritize the emotional state of teachers characterized by psychological safety by acting as transformational leaders, thereby enhancing the impact of their practices on the realization of higher innovation radicalness in the pedagogical practices of teachers.

Psychological safety during a large-scale simulation-based learning event

Psychological safety (PS) is currently endorsed as best practice in simulated learning environments. PS refers to the belief that a student can express their ideas and concerns without fear of negative consequences. Students who participate in simulation-based scenarios often experience psychological distress during such events if they are immersed in an environment that is not psychologically safe. This phenomenon has been researched in the field of nursing during both the briefing and debriefing phases of simulation. The aim of this study was to determine the level of PS of emergency care students at a large-scale simulation rescue training exercise. A quantitative survey design was used on student participants at an annual rescue training exercise in 2021. Students who participated in a high-fidelity rescue event scored a mean PS score of 48.76. Reluctance to take interpersonal risks and fear of making mistakes in a team setting were identified as areas of concern. When PS is understood and improved, the learning experience for students will be enhanced and they will be able to participate without fear of humiliation.

Job Enlargement and Psychological Safety Among Non-Teaching Personnel of the Department of Education Division of Batangas Province

The success or failure of its organisational plans was determined by the performance of its personnel. The Department of Education could enhance their employees' performance by creating a suitable working environment that was pleasant for them as this served as a psychological motivator for them to improve their performance and raise their work productivity. To stay competitive, the organisation could minimise the cost of employing new employees, and employees could execute extra tasks at their current level, which was known as job enlargement. This study aimed to correlate the level of Job Enlargement and the level of Psychological Safety Among the Non-Teaching Personnel of the Department of Education Division of Batangas Province. This study used a quantitative correlational research design. Using simple random sampling, 134 non-teaching personnel responded to the Job Diagnostic Survey on Job Enlargement and Psychological Safety Survey. Using the four-point Likert Scale, Mean and Pearson Product Moment Correlation, results revealed that the level of job and the level of psychological safety were high. Work Flexibility and Autonomy, Task Significance, Identity and Variety, Feedback, Specialisations, Problem-Solving, and Physical Demands had a significant relationship with the psychological safety of the non-teaching personnel, while Job Complexity and Information Processing had no significant relationship with psychological safety. A mental health program in relation to job enlargement was proposed. This could help in organisational analysis in understanding the vital role of the non-teaching personnel and the improvement of psychological safety in the Department of Education, which was key in achieving success in the organisation. This study presents a unique study that directly correlated Job Enlargement and Psychological Safety Among Non-Teaching Personnel that can contribute to the Human Resource and Organizational Development of the Department of Education Division of Batangas Province. However, the study was limited only to knowing the levels of Job Enlargement and Psychological Safety among Non-Teaching Personnel and how these two variables correlated.

Category of Psychological Security of Personality in Scientific Literature

In the article, the author reveals the category of psychological safety of the individual in the scientific literature. It was established that there is still no unified point of view regarding the concept of psychological safety and all its prerequisites. Scientists interpret this concept as a dynamic, integral and complex phenomenon, a feeling, experience or state of protection from internal and external dangers, controllability of life events, self-confidence, the ability to maintain balance and resistance to threats, satisfaction with life and basic personal needs, inner peace and a favorable environment for development in the future and its self-realization. The author claims that the main signs of psychological security of an individual are a sense of security and psychological well-being, satisfaction with one's life, confidence in the future, in the possibility of self-realization and self-development, faith in oneself, in one's ability to cope with difficulties in life, relative predictability of changes in the external environment and society. The article reveals three factors that determine personal safety, in particular, the security factor, the environmental factor, and the human factor. The levels of psychological safety and its structure were also analyzed.

The Psychological Safety of Indian School Teachers: Where the Mind is Without Fear

A growing body of research has focused on understanding the nature of psychological safety (PS) and recognizing factors contributing to it. Psychological safety describes an individual’s perceptions of the consequences of taking interpersonal risks in a particular context. This study aimed to examine the following research questions: What is the level of PS among Indian school teachers? What are the factors affecting the PS of teachers? And what type of support is expected by teachers to enhance their PS? A mixed-method approach was used to find the answers to these research questions. Neuroception of psychological safety scale (NPSS) by Morton et al. (2021) was used to collect quantitative data from four different districts of Punjab state of India. The focus group technique was used to collect qualitative data. Participants for this study were selected using convenient and purposive sampling. Quantitative data for this study was drawn from 100 school teachers and for qualitative data, 10 participants with extremely low scores and 10 participants with extremely high scores on NPSS were selected for two focus groups to find out the factors contributing to PS of teachers. The results showed that Indian school teachers had an average level of PS. The findings also implied the importance of PS for teachers and revealed that organizational culture, leadership, and teamwork are important factors contributing to PS for teachers.

Individual psychological security in the post-isolation period as a scientific research subject

The psychological security of a person is an indicator of a person who is psychologically healthy and able to cope with social, pandemic, informational, psychological, and other threats. The sudden spread of a new type of coronavirus infection, COVID-19, since December 2019 has significantly destabilized society. This study aims to investigate and analyze individual psychological security as a scientific research subject in the post-isolation period. To fulfill that aim, a range of scientifical methods are employed, including analysis and synthesis of scientific content on the issues under study, sociometry method, summary, and grouping of statistical observation materials. Given the results, it can be concluded that the swift spreading of mass hysteria and panic resulting from COVID-19 has been characterized by constant psychological issues in public, consisting of a decline in the level of psychological safety. That factor seems to be associated with the coping strategies adopted, the level of conscious awareness, socio-demographic variables, people’s habits, and how an individual utilizes media and interprets information.

A question of time: How demographic faultlines and deep-level diversity impact the development of psychological safety in teams.

Psychological safety (PS) is a shared belief among team members that it is safe to take interpersonal risks. It can enhance team learning, experimentation with new ideas, and team performance. Considerable research has examined the positive effects of PS in diverse organizational contexts and is now shifting its focus toward exploring the nature of PS itself. This study aims to enhance our understanding of PS antecedents and development over time. Based on the model of team faultlines and research on team diversity, we examined the effects of demographic faultlines, team member personality, and member competencies on the development of PS. Over 5 months, 61 self-managed teams (N = 236) assessed their PS at the beginning, midpoint, and end of a research project. Results of a multilevel growth curve model show that PS decreased from project beginning to end. Initial levels of PS were especially low when teams had strong demographic faultlines and when team members differed in neuroticism. PS decreased more strongly over time when team members were diverse in agreeableness and assessed their task-related competencies to be relatively high. Our study identifies time and team composition attributes as meaningful predictors for the development of PS. We present ideas for future research and offer suggestions for how and when to intervene to help teams strengthen PS throughout their collaboration.

The Effect of Coaching Leadership on Organizational Citizenship Behavior:

The purpose of this study is to reveal the effect of coaching leadership on organizational trust and organizational citizenship behavior depending on the level of psychological safety. Specifically, the relationship between coaching leadership and organizational citizenship behavior was examined and the mediating effect of organizational trust was identified in the effect of coaching leadership on organizational citizenship behavior. In addition, this study examined a moderating effect of psychological safety on the relationship between organizational trust and organizational citizenship behavior Finally, the relationship between coaching leadership and organizational citizenship behavior is verified by the moderated mediating effect of psychological safety in the mediation of organizational trust. For this purpose, data from 300 Korean workers were collected through an online questionnaire survey, and analyzed the materials using SPSS 25.0 and Macro. As a result of the research, the relationship between coaching leadership and organizational citizenship behavior has been proven to have a partial mediating effect significantly by organizational trust. The moderating effect of the psychological safety and the moderated mediating effect were also both significant. Finally, we discussed implications, limitations, and future research.

Personality Resources of Adolescents in the Educational Environment

Introduction. The relevance of the study is determined by the importance of the category “psychological safety” for the support of the life quality of modern people, which is influenced in a complicated way by physical health, psychological well-being, value preferences, features of social relations and their relation to the characteristic features of the environment. The state of psychological safety is a significant factor ensuring the effectiveness of еducation, upbrining and development of the younger generation. However, the personal resources that contribute to the support of this state among adolescents and young people in the educational environment are more understudied. The purpose of the article is to determine the resources of adolescents, which are the predictors of the state of psychological safety. Materials and Methods. The method “Psychological safety of the educational environmentˮ developed by I.А. Baeva was used to study students’ level of psychological safety. The method of S. Schwartz was used to assess the personality’s value orientations, to assess the level of psychological well-being – were used Ryff Scales of Psychological Well-Being (RPWB), the level of loneliness – UCLA Loneliness Scale (D. Russell, M. Ferguson), the level of hopelessness – Hopelessness Scale, Beck et al., the level of social intelligence – Tromsø Social Intelligence Scale, the level of aggression – Buss-Perry Aggression Questionnaire, hardiness – Hardiness Survey (S. Maddi). The methods of mathematical statistics used in the research (descriptive statistics, correlation and regression analyzes) are implemented by means of the IBM SPSS Statistics 19 package. Results. It has been proven that the resources of adolescents’ psychological safety in the educational environment are: values, psychological well-being, social intelligence, hardiness and a low level of aggressiveness. The state of psychological safety is influenced by such manifestations as conformity and following traditions, a positive image of the future, the experience of community with other people, the ability to understand and predict other people’s feelings and behavior, a sense of involvement in life events. Discussion and Conclusion. The article is of interest for researchers of psychological safety problems in education, practical psychologists and specialists of the education system for the evidence of prevention programs and ensuring the safety of the educational environment and its participants.

The effects of lean implementation on hospital financial performance

AbstractThis study examines lean implementation's effects on hospital financial performance using survey and secondary data for a large sample of US hospitals. Using sociotechnical systems theory, a social context is identified that should motivate the use of lean process improvement tools (LPT) in a hospital setting and accentuate its performance benefits. Shah and Ward's employee involvement (EI) construct is adapted to a hospital setting to define a supportive social context for LPT, which is further shaped by organizational psychological safety (PS). The research model depicts PS as amplifying the effect of EI on LPT, which, in turn, influences a hospital's return on assets (ROA) via three potential pathways: (a) through enhanced revenues; and/or (b) through reduced hospital discharge costs; and/or (c) directly. The results show that EI engenders LPT and that this effect is heightened as PS improves. LPT is shown to positively impact ROA indirectly through higher revenues, but not through lower discharge costs. The findings reveal positive, indirect effects of EI on revenue and profitability at moderate/high levels of PS. Robustness is investigated using an alternate performance metric—hospital excess margin—with consistent results. Post hoc analyses explore potential mechanisms through which lean implementation may increase hospital revenues, including hospital throughput (discharges), readmission rate, experiential quality, length of stay, and overall patient recommendation. The analyses reveal that the impact of LPT on hospital revenue is potentially realized through higher hospital discharges. Overall, the study demonstrates that lean implementation as a sociotechnical system contributes to superior performance.

Dampening entrepreneurial passion: The effect of observational monitoring on startup venture employees

Observational monitoring of employees is becoming increasingly common in startup ventures in China, creating new problems regarding employee psychology—in particular, the diminishing of employee entrepreneurial passion. We conducted a survey with 303 employees of startups in China and found that observational monitoring was negatively associated with the employees' entrepreneurial passion for inventing because it eroded employee trust in management. However, when the employees perceived a high level of psychological safety, the negative effects of observational monitoring were mitigated. Theoretical and practical implications of these findings are discussed.

High and low functioning team-based pre-licensure interprofessional learning: an observational evaluation

ABSTRACT Interprofessional education (IPE) is embedded in many health professional training programs, often with a focus on collaborative teamwork. Most studies into whether IPE delivers the desired collaborative teamwork capabilities has tended to rely on short term, self-assessed changes in learners’ attitudes, knowledge and skills. This study adopted overt ethnographic observation to understand how a convenience sample of students behave in groups during interprofessional team-based clinical placements. Interprofessional student teams were observed by two independent observers on eight occasions (a total of 720 hours) across three sites. Thematic analysis of the observational data indicates that student teams fell into two categories: higher and lower functioning. Higher functioning teams were observed using humor to build rapport, reduce tension and express humility, and evidenced a greater emphasis on shared client goals. In contrast, lower functioning teams were more formal, with no evidence of humor and less interaction. The higher functioning teams, therefore, not only demonstrated greater interprofessional collaboration they also appeared to have higher levels of psychological safety. Participants in the higher functioning teams also demonstrated mutual trust and confidence and took more risks, often speaking up to provide suggestions, share knowledge and skills, and seek or offer feedback. The results suggest that further explicit training in, and assessment of, psychological safety in IPE needs to be undertaken.

Unstable Jobs Harm Performance: The Importance of Psychological Safety and Organizational Commitment in Employees

Although previous research has examined the influence of job insecurity on perceptions, attitudes, and behaviors of employees, the literature has paid insufficient attention to the impact of job insecurity on organizational performance and the underlying mechanisms of this association. Organizational performance is one of the most critical outcomes in an organization, and studies are needed to examine the influence of job insecurity on organizational performance together with its intermediating processes. Accordingly, this study investigates the intermediating mechanisms between job insecurity and perceived organizational performance with a sequential mediation model. Specifically, this article hypothesizes that levels of employees’ psychological safety and organizational commitment sequentially mediate the job insecurity–perceived organizational performance link. Using three-wave time-lagged data from 321 employees in South Korea, this study found that psychological safety and organizational commitment were sequential mediators in the link. This finding suggests that levels of psychological safety and organizational commitment in employees function as underlying processes in explaining the job insecurity–perceived organizational performance link.

Parents' psychological readiness as a condition for psychological safety of an inclusive educational environment

The article presents scientific approaches to the phenomenon of psychological safety of an inclusive educational environment. As one of the basic conditions for the psychological safety of an inclusive educational environment, the psychological readiness of parents of children with disabilities is considered: its structural components (cognitive, emotional, conative) and their content, due to the specifics of joint education of children with typical and atypical development. The relationship between the level of psychological readiness of parents and the level of psychological safety of an inclusive educational environment has been theoretically substantiated and empirically confirmed. Among the indicators of the psychological readiness of parents of children with disabilities, contributing to ensuring the psychological safety of an inclusive educational environment, the following is considered: active participation of parents in building the educational route of a child with disabilities, knowledge about the special educational needs of their own child, special conditions corresponding to these needs, emotionally positive attitude and satisfaction with interaction with subjects of an inclusive educational environment, protection from psychological violence of parents and children with disabilities as a central feature of a comfortable inclusive educational environment.

Employee Learning from Failure: A Team-as-Resource Perspective

Whether, and to what extent, employees learn from their failure experiences remains an unresolved issue for practitioners and scholars alike. On the one hand, failure provides individuals with opportunities for learning, whereas on the other hand, failure can also trigger defensive reactions that stifle learning. The present study expands experiential learning theories by incorporating the social context, thus offering a more comprehensive understanding of employee learning from failure. Specifically, we propose that team contexts that are psychologically safe and exhibit a well-developed transactive memory system provide important socioemotional and informational resources, enabling individual employees to seize the learning opportunities inherent in failure. Analysis of archival data on individual failure and subsequent performance in the domain of workplace creativity from 218 employees working in 42 teams supports our hypotheses. Employees are more likely to learn from their failure experiences if they work in teams with medium-to-high levels of psychological safety. Under these conditions, individual learning from failure is further stimulated by a well-developed transactive memory system. Our results also demonstrate the behavioral pathway linking failure experiences to subsequent outcomes. Interview data from 28 employees further illustrate the processes underlying these findings.

MANAGEMENT OF THE BULLYING PREVENTION PROCESS IN GENERAL SECONDARY EDUCATION INSTITUTIONS

The article is devoted to studying the problem of management of the bullying prevention process in general secondary education institutions requiring the creation of a psychologically safe educational environment. The results of studying the state of pupils’ psychological safety, teachers’ protection, their emotional well-being and the questionnaires of managers of general secondary education institutions concerning the question under consideration have been presented. The model of the management system of the process of bullying prevention in general secondary education institutions has been substantiated and developed on the basis of the analysis of psychological and pedagogical literature, the results of the study, which covers: the purpose; management functions; management principles (management and specific); subjects of the management system; management levels; a comprehensive anti-bullying program, ways of its implementation; monitoring of the effectiveness of the anti-bullying program implementation; diagnostics and examination of the psychological safety of the educational environment) and the result (increasing the level of psychological safety of the educational environment). The aspects of management activity concerning the implementation of the anti-bullying program that require coordinated actions of the school administration, the unification of efforts of all subjects of the educational process, class leaders, teachers, educators, school psychologists, social pedagogues, as well as parents have been determined. The bullying prevention in general secondary education institutions has been presented as the management of a complex pedagogical system, which combines the implementation of legal, psychological and pedagogical, social and medical, informational and educational measures aimed at counteracting violence; control over the level of students and teachers’ emotional stresses; examination of the psychological safety of the educational environment and conditions for ensuring the emotional comfort of the subjects of the educational process. The range of problems of the bullying prevention process management in general secondary education institutions that needs to be studied has been outlined.

Improving the socialization of new employees

Purpose This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings The lack or the inferior quality of formal support programs hampers the socialization of new employees into an organization. This raises the importance of indirect support from company insiders who possess relevant interpersonal skills. Such assistance can help the newcomer perceive an adequate level of psychological safety and thus better equipped to integrate and engage in learning behaviors. Originality/value The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

Social Hierarchy And Joint Search As Antecedents of Innovation Originality

This paper provides an empirical investigation of two understudied aspects of the innovation process: social hierarchy and joint search. In innovation teams, social hierarchy derives from member differences in access to valued resources such as knowledge, expertise, and social capital and the consequentially conferred status. Focusing on small teams with little collaborative experience, we propose that social hierarchy affects innovation originality via two latent mechanisms; psychological safety and coordination. Teams with flatter hierarchies display higher levels of psychological safety, yet lack coordination capacity and vice versa. As psychological safety drives creativity while coordination difficulties reduce a team’s effectiveness, we first propose a curvilinear relationship between social hierarchy and originality. We then turn our attention to joint search and its relation with team structure. Building on two simulation studies, we hypothesize about what teams with different social hierarchy are...

How do team cohesion and psychological safety impact knowledge sharing in software development projects?

Software development is a process involving conversion of embedded knowledge resident in individuals with diverse domains of specializations into embodied knowledge in the form of a software product. One of the key processes through which this conversion is accomplished is knowledge sharing (KS). In a first of a kind investigation, this study theorizes and tests the direct and interactional impacts of team cohesion (TC) and psychological safety (PS) on KS. The results show that as expected, enhancing PS has a positive direct impact on KS. However, both low levels and, rather unexpectedly, high levels of TC were found to have an adverse direct impact on KS. These findings of the direct impacts of TC and PS on KS are further qualified by the interactional impacts of TC and PS on KS. Although low levels of TC and PS had an antagonistic impact, high levels of TC and PS had a synergistic impact on KS. The implications of these findings for practice are discussed.

Who can I ask? How psychological safety affects knowledge sourcing among new product development team members

Knowledge source selection is a complex phenomenon that is often addressed from an organizational viewpoint; however, we know little about knowledge-seeking practices at the individual level. We examined knowledge sourcing in new product development (NPD) teams at the micro-level through the lens of psychological safety (PS). We investigated 1345 individuals at 85 software development teams in Pakistan to demonstrate how different levels of PS affected knowledge sourcing from three groups: within the team; within the organization; and outside the organization. Our results showed that individuals with high PS levels were more inclined to consult fellow team members and individuals with low PS levels were more likely to choose external sources. We also examined how the diversity of a team's composition affected the relationship between psychological safety and knowledge source selection. We explored the implications of these findings for managerial practice.