With the increasing inflow of human resources with diverse backgrounds into the organization, the establishment of psychological safety to promote the learning of the team has become an important issue in the field of human resource management (HRM). Recent and rapid organizational changes, such as ...
With the increasing inflow of human resources with diverse backgrounds into the organization, the establishment of psychological safety to promote the learning of the team has become an important issue in the field of human resource management (HRM). Recent and rapid organizational changes, such as downsizing, off-shoring, outsourcing, and M&A, have dramatically increased employees’ job insecurity and can affect their psychological safety. In this context, improving team members’ safety in the face of unstable employment is a significant issue for an organization's operations.
Facing the Fourth Industrial Revolution, the utilization of information and knowledge has become more critical than ever, as it is the first survival requirement for organizational competitiveness. Recent studies have found that a socio-cognitive structure called a transactive memory system plays an essential role in a team's ability to utilize the team member's knowledge. Moreover, superior companies have made an effort to maximize the competencies of their employees. One of the main ways is learning or training to survive. This is because learning can make a team member's behavior change, and it can be a motivator of organizational innovation, leading to better performance. Team learning behavior refers to activities where team members acquire knowledge, skills, and information related to work through interactions.
In this context, this study aimed to investigate the relationships between team psychological safety, transactive memory system, team learning behavior, and team performance. Based on previous studies, I propose an integrated framework explaining the relationships between team psychological safety, transactive memory system, team learning behavior, and team performance which focuses on the mediating roles of transactive memory system and team learning behavior. This study attempts to highlight the importance of engaging team members’ safety, specifically in travel industries including hotel, travel, and food service companies.
In order to achieve the purposes of this study, a questionnaire was distributed to travel companies via the Entrust survey, which is a survey sampling company with a large number of panels from major Asian countries. The survey was conducted in Korea for fifteen days from September 16 to September 30, 2019. Out of 500 copies distributed, 467 responses were collected; of these, 394 responses were used and 73 were excluded as they lacked sincerity. I performed the Structural Equation Model (SEM) analysis using SPSS & AMOS 25.0. Demographic characteristics, descriptive analysis, reliability, exploratory and confirmatory factor analysis, correlation, path analysis, and mediation analysis were performed.
The results of this study can be summarized as follows.
First, the relationship between team psychological safety and all the sub-factors of transactive memory system were significant, except for the relationship between team psychological safety and specialization of transactive memory system. These findings are consistent with previous studies, which support the view that team members can contribute ideas and take part in discussions if they feel the team is safe. Thus, team members may become more open to others’ opinions and increase their willingness to trust and depend on each other’s knowledge when they experience a high level of team psychological safety. Moreover, team members can expand their perspectives by assembling a variety of work-related knowledge to improve the task coordination of transactive memory system. Therefore, an organization tries to focus on developing its members and does not feel any hesitation or frustration from their opinions on achieving a trustful interaction and coordination.
Second, the relationship between team psychological safety and all sub-factors of team learning behavior were significant except for the relationship between team psychological safety and the reflective communication of team learning behavior. These findings are consistent with previous studies which have demonstrated that team psychological safety positively affects learning behavior in groups. Therefore, when members feel psychologically safe, they can be seen as actively interacting to achieve team goals.
Third, the relationships between all sub-factors of transactive memory system and team performance were significant except for the relationship between the specialization of transactive memory system and team performance. Given these results, it is concluded that activities which are based on knowledge and its application to problem-solving are more important than specialization in improving team performance. Therefore, it is crucial to develop trust and assemble a variety of knowledge in order to achieve team outputs.
Fourth, the relationships between all sub-factors of team learning behavior and team performance were significant except for the relationship between the knowledge codification of team learning behavior and team performance. These results imply that experimentation and reflective communication factors are essential in team learning behavior and that knowledge codification alone does not improve team performance. Accordingly, team members try to engage in learning behavior to get a better understanding of their customers and the environment and to coordinate members' actions effectively.
Fifth, the relationship between team psychological safety and team performance was significant. Recently, Edmondson (2018) described psychological safety as an engine rather than a fuel of organizational performance. It implies that psychological safety alone may not lead to successful outcomes. In other words, if team members are extremely psychologically stable, there may be have a lack of tension or motivation to improve their performance. Therefore, an organization must focus on finding factors that can make members motivated, such as providing rewards for members and enquiring proactively to ensure that team members are involved.
Sixth, partial mediating effects were found in transactive memory system in the relationship between team psychological safety and team performance except for the specialization of transactive memory system. This finding means that transactive memory system can adequately play the role of mediator in terms of how team learning influences team performance. Therefore, this study provides evidence that transactive memory system is affected by team psychological safety, which can facilitate a high level of production.
Lastly, there was no mediating effects of team learning behavior on the relationship between team psychological safety and team performance. Given this result, it is assured that team learning behavior may cause a decrease in efficiency because it is difficult to ensure successful outcomes by consuming time when team members perform repetitive tasks with little need for improvement.
With the increasing inflow of human resources with diverse backgrounds into the organization, the establishment of psychological safety to promote the learning of the team has become an important issue in the field of human resource management (HRM). Recent and rapid organizational changes, such as downsizing, off-shoring, outsourcing, and M&A, have dramatically increased employees’ job insecurity and can affect their psychological safety. In this context, improving team members’ safety in the face of unstable employment is a significant issue for an organization's operations.
Facing the Fourth Industrial Revolution, the utilization of information and knowledge has become more critical than ever, as it is the first survival requirement for organizational competitiveness. Recent studies have found that a socio-cognitive structure called a transactive memory system plays an essential role in a team's ability to utilize the team member's knowledge. Moreover, superior companies have made an effort to maximize the competencies of their employees. One of the main ways is learning or training to survive. This is because learning can make a team member's behavior change, and it can be a motivator of organizational innovation, leading to better performance. Team learning behavior refers to activities where team members acquire knowledge, skills, and information related to work through interactions.
In this context, this study aimed to investigate the relationships between team psychological safety, transactive memory system, team learning behavior, and team performance. Based on previous studies, I propose an integrated framework explaining the relationships between team psychological safety, transactive memory system, team learning behavior, and team performance which focuses on the mediating roles of transactive memory system and team learning behavior. This study attempts to highlight the importance of engaging team members’ safety, specifically in travel industries including hotel, travel, and food service companies.
In order to achieve the purposes of this study, a questionnaire was distributed to travel companies via the Entrust survey, which is a survey sampling company with a large number of panels from major Asian countries. The survey was conducted in Korea for fifteen days from September 16 to September 30, 2019. Out of 500 copies distributed, 467 responses were collected; of these, 394 responses were used and 73 were excluded as they lacked sincerity. I performed the Structural Equation Model (SEM) analysis using SPSS & AMOS 25.0. Demographic characteristics, descriptive analysis, reliability, exploratory and confirmatory factor analysis, correlation, path analysis, and mediation analysis were performed.
The results of this study can be summarized as follows.
First, the relationship between team psychological safety and all the sub-factors of transactive memory system were significant, except for the relationship between team psychological safety and specialization of transactive memory system. These findings are consistent with previous studies, which support the view that team members can contribute ideas and take part in discussions if they feel the team is safe. Thus, team members may become more open to others’ opinions and increase their willingness to trust and depend on each other’s knowledge when they experience a high level of team psychological safety. Moreover, team members can expand their perspectives by assembling a variety of work-related knowledge to improve the task coordination of transactive memory system. Therefore, an organization tries to focus on developing its members and does not feel any hesitation or frustration from their opinions on achieving a trustful interaction and coordination.
Second, the relationship between team psychological safety and all sub-factors of team learning behavior were significant except for the relationship between team psychological safety and the reflective communication of team learning behavior. These findings are consistent with previous studies which have demonstrated that team psychological safety positively affects learning behavior in groups. Therefore, when members feel psychologically safe, they can be seen as actively interacting to achieve team goals.
Third, the relationships between all sub-factors of transactive memory system and team performance were significant except for the relationship between the specialization of transactive memory system and team performance. Given these results, it is concluded that activities which are based on knowledge and its application to problem-solving are more important than specialization in improving team performance. Therefore, it is crucial to develop trust and assemble a variety of knowledge in order to achieve team outputs.
Fourth, the relationships between all sub-factors of team learning behavior and team performance were significant except for the relationship between the knowledge codification of team learning behavior and team performance. These results imply that experimentation and reflective communication factors are essential in team learning behavior and that knowledge codification alone does not improve team performance. Accordingly, team members try to engage in learning behavior to get a better understanding of their customers and the environment and to coordinate members' actions effectively.
Fifth, the relationship between team psychological safety and team performance was significant. Recently, Edmondson (2018) described psychological safety as an engine rather than a fuel of organizational performance. It implies that psychological safety alone may not lead to successful outcomes. In other words, if team members are extremely psychologically stable, there may be have a lack of tension or motivation to improve their performance. Therefore, an organization must focus on finding factors that can make members motivated, such as providing rewards for members and enquiring proactively to ensure that team members are involved.
Sixth, partial mediating effects were found in transactive memory system in the relationship between team psychological safety and team performance except for the specialization of transactive memory system. This finding means that transactive memory system can adequately play the role of mediator in terms of how team learning influences team performance. Therefore, this study provides evidence that transactive memory system is affected by team psychological safety, which can facilitate a high level of production.
Lastly, there was no mediating effects of team learning behavior on the relationship between team psychological safety and team performance. Given this result, it is assured that team learning behavior may cause a decrease in efficiency because it is difficult to ensure successful outcomes by consuming time when team members perform repetitive tasks with little need for improvement.
주제어
#Team Psychological Safety Transactive Memory System Team Learning Behavior Team Performance
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