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To date, little research has been undertaken to test the effectiveness of team coaching, with past work focusing on models, frameworks and competencies. This study aimed to examine the effectiveness of team coaching within real world organizational teams and its impact on individual perceptions of team cohesion and psychological safety.

A randomized control trial (RCT) using the comparable interventions: (1) team coaching (intervention) and (2) team facilitation (control) was employed with multiple teams and multiple facilitators, measuring the impact on team cohesion and psychological safety.

The data indicate participants engaging in the team coaching intervention made greater gains in terms of their individual perceptions of psychological safety and team cohesion than individuals who received the team facilitation intervention (T1–T2).

Facilitators should apply a team coaching approach when seeking to address issues of cohesion and psychological safety within workplace teams.

This study provides the first evidence, using an RCT method, of the effectiveness of team coaching as a workplace intervention for enhancing individual perceptions of psychological safety and team cohesion.

This study aims to examine the relationship between the agile way of working and team performance and engagement. Furthermore, psychological safety climate was investigated as a mediator of this relationship. As organizations are increasingly adopting the agile way of working method beyond the information technology (IT) setting, the authors researched its effects in teams across a variety of functional domains.

Survey data was collected from 97 agile teams working in various functional domains in a multinational bank. The data was analyzed using structural equation modeling.

Results indicated that the agile way of working is directly and positively related to team engagement and performance. Moreover, psychological safety climate acted as a partial mediator of each of the respective outcomes.

This study illustrated that the agile way of working is beneficial for teams beyond the IT setting, as it is positively associated with psychological safety climate, engagement and performance across functional domains.

In a knowledge-based economy, employees’ perception of psychological safety in their wok unit is critical for group conflict. The purpose of this study is to investigate the mediating role of psychological safety between the predictors (i.e. organizational trust and empowering leadership) and the outcome variable, group conflict.

Data was drawn from 633 employees from a global automobile company headquartered in South Korea. Construct validity of the measurement model was examined using a confirmatory factor analysis. The hypothesized model was tested by a structural equation modeling and the bootstrap analysis.

Organizational trust and empowering leadership accounted for 68% of the variance in employees’ psychological safety. The three antecedents (i.e. organizational trust, empowering leadership and psychological safety) explained 20% of the variance in group conflicts. Psychological safety significantly and fully mediated the relationship between organizational trust and group conflict and the relationship between empowering leadership and group conflict.

Human resources and organization development professionals can help employees feel more psychologically safe in an organization by developing empowering leaders and making more trustworthy organizational culture. When employees perceive a high level of psychological safety, they are likely to feel less conflict in their team.

This study examined the antecedents and consequences of psychological safety of knowledge workers in a non-Western cultural context. Psychological safety played a pivotal role as a mediator. To the best of the authors’ knowledge, this is the first study that empirically found the direct link between organizational trust and psychological safety and the relationship between empowerment leadership and psychological safety.

This two-part study aims to contribute to the body of knowledge on team development by examining the development of self-managing teams (SMTs) in healthcare. Based on an exploration of the team development literature, a perspective on SMT development was created, which suggested that SMTs develop along a non-sequential pattern of three processes–team management, task management and boundary management and improvement–that is largely the result of individual, team, organizational and environmental-level factors.

The perspective on SMT development was assessed in a Dutch mental healthcare organization by conducting 13 observations of primary mental healthcare SMTs as well as 14 retrospective interviews with the self-management process facilitator and advisors of all 100 primary mental healthcare SMTs.

Empirical results supported the perspective on SMT development. SMTs were found to develop along each of the three defined processes in a variety or possible patterns or simultaneously over time, depending on many of the identified factors and three others. These factors included individual human capital, team member attitudes and perceived workload at the individual level, psychological safety, team turnover, team size, nature of the task and bureaucratic history at the team level, and management style and material and social support at the organizational level.

This study provides a non-sequential model of SMT development in healthcare, which healthcare providers could use to understand and foster SMTs development. To foster SMT development, it is suggested that cultural change need to be secured alongside with structural change.

Even though various team development models have been described in the literature, this study is the first to indicate how SMTs in the healthcare context develop toward effective functioning.

Drawing on self-concept theory, this study evaluates the mediating effects of employees' psychological states on the relationship between human resources (HR) practices and employee engagement.

Through random sampling, 434 customer-contact frontline employees from five-star hotels in Malaysia participated in the cross-sectional survey.

The results produced by the Smart-PLS (partial least squares) indicate that HR practices positively and significantly influence employees' psychological states of safety, meaningfulness and availability. All these psychological states also exert positive influences on employee engagement (organisational and work engagement). Safety and availability mediate the links between HR practices and employee engagement, but not meaningfulness.

HR practices and employees' psychological states are necessary in ensuring positive employee outcomes and improving customer service provision.

The findings contribute to the further extension of self-concept theory and employee engagement by incorporating the mediating roles of employees' psychological states in the relationships between HR practices and employee engagement.

以自我概念理論為依據，本研究擬評估僱員的心理狀態、如何在人力資源做法與員工敬業度之間的聯繫上起著仲介的效應。

透過隨機抽樣法，434名在馬來西亞五星級酒店工作、接觸顧客的一線員工被選參與一個橫斷面調查。

以SmartPLS (偏最小平方)取得的研究結果顯示、人力資源做法正面地影響著員工的安全感、工作給予的意義和感知的組織支援；而且，這些心理狀態，均會對員工的敬業度(對組織的自豪感及對工作的投入)起著正面的影響。另外，安全感和感知的組織支援在人力資源做法與員工敬業度之間的聯繫上、起著仲介之效應；唯工作給予的意義則沒有這個效應。

研究結果進一步伸展了自我概念理論及員工敬業度方面的論述，這是由於本研究把員工心理狀態所扮演的中介角色，納入人力資源做法與員工敬業度的聯繫中。

若要確保積極的員工成果及提供更佳的顧客服務，有效的人力資源做法和正面的員工心理狀態是不可或缺的。

This study aims to identify the impact of ethical leadership on ethical voice by determining two paths covering relational identification and psychological safety. The first path focused on relational identification and psychological safety. Alternatively, the second path focused on organizational identification and psychological ownership leading to ethical voice. The specific objective of the study is to develop and test an integrated model of ethical leadership.

The objectives were achieved through the adoption of quantitative research techniques. Two hundred forty-eight samples were collected from the banking sector using quantitative research techniques, and data was gathered through a self-administrated questionnaire. Exploratory and confirmatory factor analyses were used through AMOS to generate the results and test hypotheses.

The results suggested a significant impact of ethical leadership on ethical voice, while the other paths’ results, such as relational identification, psychological safety, organizational identification and psychological ownership, suggested partial mediation. The study result adds new insights into ethical leadership and social exchange theory since it tested overlooked paths in the literature, such as relational identification and psychological safety.

The research highlights the significance of ethical voice as a desirable organizational behavior. Ethical voice contributes to a culture of accountability, transparency and ethical decision-making. Organizations should establish channels and platforms for employees to voice ethical concerns and suggestions. This may involve regular feedback sessions, anonymous reporting mechanisms and protection policies for whistleblowers. Leaders should actively encourage and value ethical voices as a valuable contribution to the ethical climate of the organization.

The study found that ethical leaders influence their followers in such a way that they adopt ethical behavior. It is also validated that organizational ethics are shared by employees who interact with ethical leaders. So, departments should train such leaders because ethical leadership positively affects followers’ attitudes and behaviors, and organizations should encourage ethical behavior in supervisors and subordinates. The study also found that relational and organizational identification helps employees develop psychological capabilities, which leads to reporting workplace misconduct. The current study tested these mechanisms collectively and found that ethical leadership significantly contributes to ethical voice.

The current study highlighted the role of ethical leaders in promoting ethical behavior, improving employee well-being and engagement, cultivating collaboration and inclusion, and making a contribution to the overall ethical climate within organizations and society as a whole. Organizations can have a positive impact on the social fabric by cultivating a culture of ethics, respect and social responsibility if they make these considerations their top priorities.

The current study is unique since it is intended to develop and test an integrated model of ethical leadership and ethical voice. This research combines an integrated model, focusing on employees’ identities and self-concepts and examining ethical voice as a behavioral outcome.

This paper aims to examine the impact of problem-solving activities, emotional experiences and contextual and personal factors on learning from dealing with software-related problems in everyday office work.

To measure the use of problem-solving activities, emotional experiences and the contextual factors of problem characteristics and learning in situ, a research diary was used. To measure team psychological safety (contextual factor) and personal factors, including the Big Five personality traits, occupational self-efficacy and technology self-efficacy, the authors administered a self-report questionnaire. In sum, 48 students from a software company in Germany recorded 240 diary entries during five working days. The data was analysed using multilevel analysis.

Results revealed that asking others and using information from the internet are positive predictors of self-perceived learning from a software-related problem, while experimenting, which was the most common activity, had a negative effect on learning. Guilt about the problem was positively related to learning while working in the office (as opposed to remote work), and feeling irritated/annoyed/angry showed a negative effect. Surprisingly, psychological safety had a negative effect on perceived learning.

Major limitations of the study concern the convenience sample and the disregard for the sequence of the activities.

This study contributes to the limited empirical evidence on employees’ problem-solving activities and informal workplace learning in the software context. To overcome the shortcomings of previous studies using retrospective assessments and in-lab observations, this study uses the diary method to investigate in situ.

The study directs attention to the psychological conditions experienced and knowledge management practices leveraged by faculty in higher education institutes (HEIs) to cope with the shift to emergency remote teaching caused by the COVID-19 pandemic. By focusing attention on faculty experiences during this transition, this study aims to examine an under-investigated effect of the pandemic in the Indian context.

Interpretative phenomenological analysis is used to analyze the data gathered in two waves through 40 in-depth interviews with 20 faculty members based in India over a year. The data were analyzed deductively using Kahn’s framework of engagement and robust coding protocols.

Eight subthemes across three psychological conditions (meaningfulness, availability and safety) were developed to discourse faculty experiences and challenges with emergency remote teaching related to their learning, identity, leveraged resources and support received from their employing educational institutes. The findings also present the coping strategies and knowledge management-related practices that the faculty used to adjust to each discussed challenge.

The study uses a longitudinal design and phenomenology as the analytical method, which offers a significant methodological contribution to the extant literature. Further, the study’s use of Kahn’s model to examine the faculty members’ transitions to emergency remote teaching in India offers novel insights into the COVID-19 pandemic’s effect on educational institutes in an under-investigated context.