The Influence of Change-Oriented Leadership and Psychological Safety on Team Learning in Healthcare Teams

Ortega, Aída; Bossche, Piet Van den; Sánchez-Manzanares, Miriam; Rico, Ramón; Gil, Francisco

doi:10.1007/s10869-013-9315-8

Cited by 69 publications

(78 citation statements)

References 59 publications

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“…For example, Van den Bossche et al (2006) and Schippers et al (2013) demonstrated a positive link between intra-team learning and team performance in a study among student groups. Similar findings were shown in the context of medical care (Ortega et al 2014) and in teacher teams in vocational education (Wijnia et al 2016). Importantly, however, these studies did not distinguish between adaptive and transformative forms of team learning.…”

Section: Intra-team Learningsupporting

confidence: 68%

“…Fourth, the current conceptual model could be extended in future studies, by including additional input factors that are likely to affect team learning and team performance, such as team leadership (Ortega et al 2014;Raes et al 2013;Siewiorek et al 2013) and psychological safety (Edmondson 1999;Ortega et al 2014). As our sample size was relatively low for SEM, we strived for a parsimonious model, and only included the most important input factors for our specific study context (Van der Haar et al 2013a), which we deemed task interdependence and team efficacy.…”

Section: Limitations and Future Perspectivesmentioning

confidence: 99%

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The Joint Influence of Intra- and Inter-Team Learning Processes on Team Performance: A Constructive or Destructive Combination?

Bron

Endedijk

Veelen

et al. 2018

Vocations and Learning

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In order for teams to build a shared conception of their task, team learning is crucial. Benefits of intra-team learning have been demonstrated in numerous studies. However, teams do not operate in a vacuum, and interact with their environment to execute their tasks. Our knowledge of the added value of inter-team learning (team learning with external parties) is limited. Do both types of team learning compete over limited resources, or do they form a synergistic combination? We aim to shed light on the interplay between intra-and inter-team learning in relation to team performance, by including adaptive and transformative sub-processes of intra-team learning. A quantitative field study was conducted among 108 university teacher teams. The joint influence of intra-and inter-team learning as well as structural (task interdependence) and cultural (team efficacy) team characteristics on self-perceived and externally rated team performance were explored in a path model. The results showed that adaptive intra-team learning positively influenced self-perceived team performance, while transformative intra-team learning positively influenced externally rated team performance. Moreover, intra-team and inter-team learning were found to be both a constructive and a destructive combination. Adaptive intra-team learning combined with inter-team learning led to increased team performance, while transformative intra-team learning combined with inter-team learning hurt team performance. The findings demonstrate the importance of distinguishing between both the scope (intra-vs. inter-team) and the level (adaptive vs. transformative) of team learning in understanding team performance. Teamwork has become a self-evident aspect of work in organizations (Kozlowski and Ilgen 2006). By means of team learning, teams build a shared conception of their tasks and how to execute them, which is crucial for team performance: the degree to which teams reach or transcend their goals (Antoni and Hertel 2009; Van den Bossche et al. 2011). The first models on team learning mainly focussed on learning processes within the team (Edmondson 1999). While the importance of teams' external environment has been stressed in theoretical models (Decuyper et al. 2010;Kozlowski and Bell 2013), to date, empirical studies investigating both intra-team learning and inter-team learning simultaneously are scarce. As a result, insight in how inter-team learning and intrateam learning mutually influence team performance is still lacking, with some studies pointing to an added value of inter-team learning (Bresman 2010), while others demonstrate that inter-team learning forms an interference to team performance (Wong 2004). In the current study, we take an interactive approach and study how intra-team learning and inter-team learning may complement or compete over each other in their contribution to team performance.Team learning has been studied in a variety of professional contexts, for example among medical staff in healthcare (Timmermans et al. 2012), mil...

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Section: Intra-team Learningsupporting

confidence: 68%

Section: Limitations and Future Perspectivesmentioning

confidence: 99%

The Joint Influence of Intra- and Inter-Team Learning Processes on Team Performance: A Constructive or Destructive Combination?

Bron

Endedijk

Veelen

et al. 2018

Vocations and Learning

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Section: Learning Within Organizational Changementioning

confidence: 99%

“…Edmondson et al 2001;Bernstrøm and Kjekshus 2012;Ortega et al 2013) have argued that leader behaviours play an essential role in changes; in this view, change is not executed solely by top management but by leaders at all levels of the organization. Furthermore, change-oriented leadership appears to play a crucial role in team learning (Ortega et al 2013). Teams have a particular role to play, since they can be seen as sites where team members give voice to conflicting and problematic aspects of work practice (Engeström and Middleton 1996), and where a safe and favourable environment for learning can be promoted (Bunderson and Boumgarden 2010).…”

Section: Learning Within Organizational Changementioning

confidence: 99%

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Fostering Learning Opportunities Through Employee Participation Amid Organizational Change

Valleala

Herranen

Collin

et al. 2014

Vocations and Learning

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R.I.G.H.T. leadership: Scale development and validation of a psychologically healthy leadership model

et al. 2021

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The R.I.G.H.T. leadership model prescribes five specific behaviours for leaders in organizations to create psychologically healthy workplaces. The aim of this paper was to develop and validate a scale to measure the R.I.G.H.T. leadership behaviours. Collecting data from three samples across two studies (N = 108, N = 233, N = 420), we examined the factor structure and tested the validity of the R.I.G.H.T. leadership scale. We found support for the five-factor structure of R.I.G.H.T. leadership. Moreover, we observed a positive association between R.I.G.H.T. leadership and mental health mediated by psychological safety at work. The scale developed in this study can be used in future research involving leadership and mental health. K E Y W O R D S leadership, psychosocial factors, psychological health, psychologically health workplaces, transformational leadership Résumé Selon le modèle de leadership R.I.G.H.T., les dirigeants des organisations doivent adopter cinq comportements précis pour créer des milieux de travail psychologiquement sains. L'objectif de cet article est de concevoir et de valider une échelle permettant de mesurer les comportements de leadership R.I.G.H. T. À l'aide de données recueillies auprès de trois échantillons dans deux études (N = 108, N = 233, N = 420), les auteurs examinent la structure factorielle et testent la validité de l'échelle de leadership R.I.G.H.T. Ils trouvent que la structure à cinq facteurs du leadership R.I.G.H.T. est bien étayée. De plus, ils constatent une association positive entre le leadership R.I.G.H.T. et la santé mentale, médiée par la sécurité psychologique au travail. L'échelle élaborée dans cette étude peut être utilisée dans de futures recherches portant sur le leadership et sur la santé mentale.

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The Influence of Change-Oriented Leadership and Psychological Safety on Team Learning in Healthcare Teams

Cited by 69 publications

References 59 publications

The Joint Influence of Intra- and Inter-Team Learning Processes on Team Performance: A Constructive or Destructive Combination?

The Joint Influence of Intra- and Inter-Team Learning Processes on Team Performance: A Constructive or Destructive Combination?

Fostering Learning Opportunities Through Employee Participation Amid Organizational Change

R.I.G.H.T. leadership: Scale development and validation of a psychologically healthy leadership model

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