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[pt] O principal objetivo desta dissertação consistiu em investigar os papéis das ações de redesenho do trabalho e da segurança psicológica na prevenção de sintomas do burnout. Para tanto, foram conduzidos dois estudos. O primeiro estudo consistiu em uma revisão teórica das relações entre redesenho do trabalho, segurança psicológica e burnout, considerando o impacto da interação entre profissionais de diferentes gerações no ambiente de trabalho. Já o segundo estudo, consistiu na proposição de um modelo no qual as ações de redesenho do trabalho exercem um papel de mediação na relação entre segurança psicológica e sintomas do burnout. Uma análise quantitativa foi conduzida, baseada na aplicação de escalas de avaliação de segurança psicológica, ações de redesenho do trabalho e sintomas do burnout e a partir de questionários respondidos por uma amostra de 179 trabalhadores dos setores químico, petroquímico e de óleo e gás. Através dos resultados obtidos, foi proposto um modelo no qual as ações de reformulação cognitiva desempenharam um papel de mediação parcial na relação entre segurança psicológica e os sintomas primários do burnout. Tais resultados reforçam a importância do desenvolvimento de ações direcionadas à capacitação de equipes e lideranças nos temas segurança psicológica e identificação de oportunidades de redesenho do trabalho. / [en] The main objective of this dissertation was to investigate the roles of job crafting actions and psychological safety in preventing burnout symptoms. For this, two studies were conducted. The first study consisted of a theoretical review of the relationships between job crafting, psychological safety and burnout, considering the impact of interaction between professionals from different generations in the work environment. The second study consisted of proposing a model in which job crafting actions play a mediating role in the relationship between psychological safety and burnout symptoms. A quantitative study was carried out, based on the application of assessment scales of psychological safety, job crafting actions and burnout symptoms and from questionnaires answered by a sample of 179 workers in the chemical, petrochemical and oil and gas sectors. Through the obtained results, a model was proposed in which the cognitive crafting actions played a partial mediation role in the relationship between psychological safety and the primary symptoms of burnout. Such results reinforce the importance of developing actions aimed at training teams and leaders in psychological safety issues and identifying opportunities for job crafting.

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<p>This research investigated the influence and relationship of two cognitive diversity frameworks on student design team knowledge integration capabilities and team contribution among seventy-five (75) student teams in Purdue’s Tech 120: Design Thinking in Technology course. </p> <p> </p> <p>When in cognitively diverse teams, students do not effectively integrate the knowledge available to them. Past research results in this area have further demonstrated that students tend to get worse at collaboration as the cognitive differences emerge and are exposed over time. The costs of this lack of collaboration and assimilation of knowledge assets are significant, such as diminished creativity, coordination, and other team performance measures. The purpose of this study then, was to provide student design teams with models or frameworks for visualizing and understanding the cognitive diversity available to them in their team and test the impact these frameworks have on various measures of team effectiveness: knowledge integration, psychological safety, and individual contribution. </p> <p> </p> <p>Cognitive diversity frameworks in question have been used successfully in various industry and organizational settings. The first, is the FourSight Thinking Profile™. This framework is used to understand one’s creative problem-solving preferences and how those preferences (high, neutral, and low) impact group dynamics. The second, is the AEM-Cube®. This framework draws on several theoretical foundations to assess an individua’s patterns of thinking and responses to change. Both the FourSight Thinking Profile™ and the AEM-Cube® have shown to help teams in industry settings collaborate (DeCusatis, 2008; Reynolds & Lewis, 2017), but their use in educational settings to solve the knowledge integration and team contribution problem in student teams is untested. </p> <p> </p> <p>The nearly 470 students in Purdue’s TECH 120 course were organized into teams ranging from 3-5 members by their instructors, thus creating a total of 129 teams. The researcher then divided the 129 teams into two fairly equal treatment groups. Each treatment group was given one of two cognitive diversity assessments (FourSight or AEM-Cube) to complete individually, time to review the results, and then asked to create a team charter or contract where students discussed cognitive strengths and weaknesses and how they planned to manage those assets and deficiencies as they worked on a 4-week long design thinking project. Only 75 teams completed all steps of the treatment (either FourSight or AEM-Cube) and thus were the focus of analysis. </p> <p> </p> <p>The major conclusions of this study are that while neither the FourSight or AEM-Cube frameworks for cognitive diversity were more effective in raising student knowledge integration capability or overall team contribution, these frameworks did not negatively impact the student experience; high levels of psychological safety were maintained among both more homogeneous teams and those that were more heterogeneous; and higher levels of knowledge integration capabilities and team contribution were achieved by students in varying degrees of diversity of creative problem-solving preferences and strategic agility. While the reason(s) for such high scores for knowledge integration capability, team member contribution, and psychological safety are unknown, the students reported that the processes by which these teams integrated their knowledge assets and solicited the contribution of their team members was both positive and effective. </p> <p> </p> <p>Further research into the effectiveness of the treatment, the influence of demographic diversities on team functions, and the experience of the 54 student teams that did not complete the treatment are needed to elucidate and understand the findings of this study. </p>

Det sätt organisationer generellt hanterar att vara uppdaterade och ligga i framkant är genom arbete i team. Det är välkänt inom tidigare forskning att arbete i team leder till högre grad av kreativitet och prestation, vilket möjliggör för att ligga i framkant. Till följd av covid-19 pandemin har arbete i team blivit mer komplicerat. Utökat distansarbete i virtuella team och de utmaningar som virtuella team står inför har blivit mer påtagliga. Tidigare forskning visar att några utmaningar är kommunikation, tillit och stöd mellan medarbetare och chef. Vidare visar tidigare forskning att psykologisk trygghet är en viktig förutsättning för ett teams samarbets- och innovationsförmåga. Team som arbetar inom tech-branschen arbetar idag ofta virtuellt och ställs inför ett högt innovationstryck, de måste därför ständigt ligga i framkant och hålla sig uppdaterade på den senaste utvecklingen. Då forskning inom området vad gäller psykologisk trygghet i virtuella team är något begränsad har syftet med denna studie varit att undersöka, ur ett medarbetarperspektiv, hur psykologisk trygghet kan etableras av chefer till virtuella team. För att besvara studiens syfte har data samlats in genom en enkätundersökning riktat till medarbetare som arbetar i team vid två organisationer inom tech-branschen. Studiens resultat visade att kommunikation, tillit och stöd har en effekt på den psykologiska tryggheten på ett mer komplext sätt än vad tidigare forskning indikerat. Resultatet visade att det fanns olika underliggande dimensioner i kommunikation, tillit och stöd som är viktiga för chefer att använda sig av för att skapa ett klimat präglat av psykologisk trygghet i virtuella team. Studiens slutsatser är att psykologisk trygghet i virtuella team är en utmaning för chefer och deras ledarskap. För att övervinna utmaningar som virtuella team ställs inför och för att kunna skapa ett klimat präglat av psykologisk trygghet visade studiens resultat att det krävs ett ledarskap där chefer framför allt lägger fokus på tillitsfull kommunikation till sina medarbetare.

Syftet med den här studien var att undersöka om teamsammanhållning, teammedlemmars inre motivation och psykologisk trygghet kan predicera teameffektivitet i eventprojekt. För att besvara studiens syfte genomfördes en kvantitativ tvärsnittsstudie och data samlades in via en webbaserad enkät. Studiens deltagare bestod av personer som ingått eller ingår i projektteam som jobbat eller jobbar med eventprojekt. En multipel regressionsanalys genomfördes och resultatet visade att de oberoende variablerna teamsammanhållning, inre motivation och psykologisk trygghet tillsammans kan predicera teameffektivitet i eventprojekt. Både teamsammanhållning och psykologisk trygghet hade unikt signifikanta bidrag till förklaringsmodellen och inre motivation hade inte ett unikt signifikant bidrag. / The aim of this study was to investigate whether team cohesion, team members' intrinsic motivation and psychological safety can predict team effectiveness in event projects. To answer the purpose of the study, a quantitative cross-sectional study was conducted and data was collected via a web-based survey. The study's participants consisted of people who were or are part of project teams who worked or are working with event projects. A multiple regression analysis was carried out and the result showed that the independent variables team cohesion, inner motivation and psychological safety together can predict team effectiveness in event projects. Both team cohesion and psychological safety had uniquely significant contributions to the explanatory model, and intrinsic motivation did not have a uniquely significant contribution.

Ziel dieser Studie ist es, Faktoren auf individueller Ebene zu untersuchen, die zur Entstehung von psychologischer Sicherheit führen und die individuellen Gesprächsbeteiligung beeinflussen. Auf der Gruppenebene wird untersucht, wie das Gesprächsverhalten eines Teams die Beziehung zwischen psychologischer Sicherheit im Team und der Teamleistung mediiert. In der folgenden Studie werden insgesamt 51 Arbeitsteams in Online- oder Face-to-Face-Settings untersucht. Die Teams absolvierten die von Lafferty & Pond (1974) entwickelte Aufgabe Desert Survival Situation, die darauf abzielt, Gruppen und deren Prozess der Entscheidungsfindung festzuhalten. Auf Grundlage der Gruppenübung wurde die objektive Teamleistung ermittelt, die individuelle Gesprächsbeteiligung, die un/gleiche Verteilung der Gesprächsbeiträge im Team sowie das Gesprächstempo im Team gemessen. Die psychologische Sicherheit wurde auf individueller Ebene mit einem von Edmondson (1999) entwickelten, validierten Fragebogen gemessen, bevor der Mittelwert auf die Teamebene aggregiert wurde. Persönlichkeitsmerkmale auf individueller Ebene (Neurotizismus und Extraversion), die Identifikation mit dem Team und die vorhergesagte Teamleistung wurden ebenfalls mit validierten Fragebögen gemessen. Auf der Individuum-Ebene zeigen die Ergebnisse dieser Studie, dass Neurotizismus, Teamidentifikation und erwartete Teamleistung psychologische Sicherheit vorhersagen. Darüber hinaus stellt sich heraus, dass nicht nur Extraversion und individuelle Dauer der Teamzugehörigkeit die Gesprächsbeteiligung der Teammitglieder vorhersagen, sondern dass auch psychologische Sicherheit ein Prädiktor für die individuelle Gesprächsbeteiligung der Teammitglieder während einer Diskussion ist. Auf der Gruppenebene konnten unsere Annahmen, dass psychologische Sicherheit des Teams die Teamleistung vorhersagt und dass diese Beziehung durch eine gleichmäßige Verteilung sowie ein hohes Tempo der Gesprächsbeiträge vermittelt wird, nicht bestätigt werden. / This present study aims to examine individual-level factors that lead to the emergence of psychological safety and conversational participation. At group level, I aim to understand how the conversational behavior of a team mediates the relationship between team psychological safety and team performance. In this study, I assessed a total of 51 work teams in online or face-to-face settings. Teams completed the Desert Survival Situation task developed by Lafferty & Pond (1974) aiming to research groups and how they make decisions. From the team score, the objective team performance measure was retrieved. Conversational participation, distribution, and pace of conversational turn-taking were assessed by coding the number of conversational turns of each team member during the task. Baseline psychological safety was measured on the individual level through a validated questionnaire, developed by Edmondson (1999) before aggregating the mean to the team level. Individual-level personality traits (neuroticism and extraversion), team identification, and predicted team performance were also measured through validated questionnaires. On the individual level of analysis, results show that neuroticism, team identification, and expected team performance predict psychological safety. Furthermore, I find that extraversion and individual team tenure predicted individual conversational participation and psychological safety was related to how actively team members contributed to a discussion during the team task. On the group level of analysis, the assumptions, that team psychological safety predicted team performance, and that this relationship was mediated through an equal distribution as well as a high pace of conversational turn-takings, could not be supported.

Syftet med denna studie var att undersöka relationen mellan transformativ, transaktionell – och låt - gå ledarstil och psykologisk trygghet hos medarbetare. En enkät med 40 frågor och påståenden utformades för att mäta arbetstagares upplevda psykologiska trygghet samt deras uppfattning av sin närmsta chefs ledarstil. Påståendena och frågorna baserades på mätinstrumenten Multifactor Leadership Questionnaire (MLQ) och Edmondsons frågor som mäter psykologisk trygghet. Resultatet påvisade signifikanta korrelationer mellan psykologisk trygghet och de två ledarskapsstilarna transformativt och låt-gå. Transformativt ledarskap var positivt relaterad till psykologisk trygghet medan Låt-gå var negativt relaterad till psykologisk trygghet. En multipel regression visade att samtliga ledarskapsstilar kunde förklara en signifikant del av variansen i psykologisk trygghet där den transformativa ledarskapsstilen var associerad med mer psykologisk trygghet medan transaktionell- och låt-gå-ledarskapsstil var associerade med mindre psykologisk trygghet. Slutsatsen i denna studie tyder på att den transformativa ledarskapsstilen är lämplig att utöva för att uppnå psykologisk trygghet bland medarbetare. / The aim of this study was to examine the relationship between transformative, transactional, and laissez-faire leadership styles with employee psychological safety. A questionnaire comprising 40 items was designed to assess employees' perceived psychological safety and their perception of their immediate supervisor's leadership style. The statements and questions were based on the Multifactor Leadership Questionnaire (MLQ) and Edmondson's questions measuring psychological safety. The results showed significant correlations between psychological safety and the two leadership styles transformative and laissez-faire. Transformative leadership was positively related to psychological safety, whereas laissez-faire leadership was negatively related. Multiple regression analysis indicated that all leadership styles could account for a significant portion of the variance in psychological safety, transformative leadership was positively associated with psychological safety, while laissez-faire leadership was negatively associated with psychological safety The findnings suggests that the transformative leadership style is suitable for promoting psychological safety among employees.

Made available in DSpace on 2016-03-15T19:30:52Z (GMT). No. of bitstreams: 1 Marcelo Ribeiro Silva.pdf: 3375247 bytes, checksum: c67d19b16524d8996d13db5225316074 (MD5) Previous issue date: 2013-02-26 / Fundo Mackenzie de Pesquisa / The objective of this thesis is to understand the learning processes that occur in crossfunctional groups in a perspective of Advanced Planning Product Quality (APQP) in automotive companies. The specific objectives seeks to identify and describe the constitution process of cross-functional groups and its relationship to learning; identify and describe the methodologies used inside cross-functional groups and its relationship to learning; identify, describe and discuss the factors that difficult the learning process inside cross-functional groups; identify, describe and discuss the factors that facilitate the learning process of crossfunctional groups and identify, describe and discuss the moments which there was evidence of group and collective learning. The theoretical framework proposed is designed of individual and collective learning developed by Nancy Dixon and team learning from the perspective developed especially in studies of Amy C. Edmondson and colleagues. The field research was developed in a qualitative, descriptive and interpretative way. It is also considered exploratory because the phenomenon of learning in work groups has been a topic that reveals little knowledge accumulated and systematized. Considering that research begins with a contextual-interpretive perspective, was proposed as the method qualitative case-study to observe, explore, interpret, understand and discuss issues related to learning processes. In order to achieve the proposed objectives and answer the research question, respondents were members of cross-functional groups of two distinct organizations (Alfa and Beta), three groups per company, totaling nineteen interviewees. Moreover, the non-participant observation is also a strategy to collect data. In order to structure, organize and analyze the data, was employed the templates analysis method, offered by Nigel King, that consist in the use of a priori codes derived from the theoretical framework. The results showed that, since there is psychological safety established, both team and collective learning occurs when the entire group, converging the members conflicts and discussions on consensus. Furthermore, the learning process is facilitated since the group constitution, mainly due to the mobility of its members, the manager's role as a catalyst of information, working methodologies employed in the two organizations, the Transitive Memory Systems, the "corridors", the practice of consulting the functional areas by its members, the existence of international forums, the actual physical arrangement of the companies surveyed, the moral support practiced in the core community, the investment of financial resources for the development of ideas members, the recognition of the expertise of the members, learning through practice of collective work, the willingness of participants to learning, among others. The indications for future studies encompass elements as macro-organizational culture and meso-organizational diversity and its influence on group learning, which are also limiting aspects of this research. / O objetivo desta tese é compreender os principais processos de aprendizagem que ocorrem em grupos multifuncionais de Planejamento Avançado da Qualidade do Produto (APQP) que atuam em empresas fornecedoras de autopeças. Os objetivos específicos buscam identificar e descrever o processo de formação de grupos multifuncionais e sua relação com a aprendizagem; identificar e descrever as metodologias utilizadas no funcionamento dos grupos multifuncionais e sua relação com a aprendizagem; identificar, descrever e discutir os fatores que prejudicam a aprendizagem dos grupos multifuncionais; identificar, descrever e discutir os fatores que facilitam a aprendizagem dos grupos multifuncionais e identificar, descrever e discutir momentos nos quais houve evidências de aprendizagem (grupal e coletiva) nos grupos multifuncionais pesquisados. O arcabouço teórico proposto está assentado na concepção de aprendizagem individual e coletiva desenvolvida por Nancy Dixon e na perspectiva da aprendizagem em nível grupal especialmente tratada nos estudos de Amy C. Edmondson e colaboradores. A pesquisa de campo foi desenvolvida em uma perspectiva qualitativa, de natureza descritiva e interpretativa. Considera-se também exploratória, pois o fenômeno da aprendizagem em grupos de trabalho tem sido um tema que revela pouco conhecimento acumulado e sistematizado. Considerando-se que a pesquisa parte de uma perspectiva contextual-interpretativa, foi proposto como método o estudo de caso qualitativo a fim de observar, explorar, interpretar, compreender e discutir aspectos relacionados aos processos de aprendizagem. Com a finalidade de se atingir os objetivos propostos e responder à pergunta de pesquisa, foram entrevistados integrantes de grupos multifuncionais de duas organizações distintas (Alfa e Beta), sendo três grupos por empresa, totalizando dezenove entrevistados. Além disso, a observação não participante também se constituiu em uma estratégia de investigação. Como forma de estruturar, organizar e analisar os dados utilizou-se os templates propostos por Nigel King - uso a priori de códigos obtidos a partir do referencial teórico. Os resultados mostraram que a segurança psicológica instaurada no âmbito grupal e coletivo, a aprendizagem ocorre quando o grupo inteiro consegue convergir seus conflitos e discussões internas em consensos. Além disso, o processo de aprendizagem é facilitado desde o momento em que o grupo é formado, principalmente devido à mobilidade dos seus membros, ao papel do gestor enquanto agente catalisador de informações, às metodologias de trabalho empregadas nas duas organizações, ao sistema artificial de Memória Transitiva, aos corredores , à prática de consultas às áreas funcionais pelos seus membros, à existência de fóruns internacionais, ao próprio arranjo físico das empresas pesquisadas, ao apoio moral praticado no ceio da coletividade, ao aporte dos recursos financeiros para o desenvolvimento das ideias, ao reconhecimento do conhecimento dos membros, à aprendizagem por meio da prática do trabalho coletivo, à predisposição para a aprendizagem dos participantes, entre outras. As indicações resultantes para estudos futuros abarcam elementos como cultura macro-organizacional e diversidade meso-organizacional e sua influência na aprendizagem do grupo, sendo estes também os aspectos limitadores desta pesquisa.

Psychological safety is a key factor for successful teamwork. Psychological safety signifies that individuals who work together share the belief that their team is safe for interpersonal risk taking. Since the 1970s, researchers have emphasized the importance of psychological safety for work teams in order to deal with changes and related feelings of uncertainty due to a competition-oriented and fast-paced labor market. Numerous studies demonstrated the relevance of psychological safety for learning from failures and for the improvement of performance levels in all kinds of work contexts. Most notably, psychological safety was found to be related to patient safety in clinical contexts. Thus, psychological safety is particularly relevant in team settings where customers or patients depend on the team’s performance, as is the case in hospital teams, care teams, flight crews, and other interdisciplinary team settings. Changes are inherent in the nature of psychological safety. Yet, researchers have just begun to investigate how psychological safety forms and develops over time. First findings on the development are inconsistent and previous research lacks an overall theoretical framework on the effects of time and other group-bounded factors that affect the development of psychological safety. This dissertation contributs to previous research by focusing on dynamics of psychological safety and embedding the hypotheses into a more holistic theoretical framework on team development over time. More precisely, this work builds on the model of group faultlines that considers group diversity, and more specifically subgroup emergence, as one important origin of psychological safety dynamic across teams. Accordingly, team faultlines, defined as hypothetical lines that split a team into subgroups based on multiple attributes, have a negative impact on the formation of psychological safety. Furthermore, this work refers to a theoretical approach, which emphasizes the inclusion of time in team research thereby encouraging researchers to take a more dynamic perspective on team processes by studying the changes and subsequent effects on team outcomes. As teams are sensitive to signals of psychological safety from the very beginning of teamwork, this work focused on the relation between trajectories of team psychological safety change and team performance. In Study 1, I referred to the Leader-Member-Exchange theory and examined differences in team members’ perceptions caused by subgroup dynamics. Accordingly, members who belong to the in-group of the leader benefit from more exchange of resources compared to members of an out-group. I tested the relation of subgroup belonging and psychological safety in the presence of high or low task conflict, as conflicts are critical events that impact psychological safety. I found that team members who were close to the leader in terms of demographic similarity were less affected by high task conflict compared to members who were demographically different from the leader. This study thus identified a boundary condition of psychological safety, namely subgroup belonging, as being similar to the leader buffered the negative effects of task conflict on perceptions of interpersonal risk-taking. Regarding the development of team perceptions of psychological safety, first studies indicated that psychological safety either remains relatively stable, or slightly decreases over time. In Study 2, I therefore focused on the development of psychological safety and antecedents of both the formation and changes over time. I tested for the effects of three well-studied deep level diversity attributes, namely values, team ability, and team personality, and for effects of group faultlines on psychological safety. The results showed that psychological safety decreased over time. Furthermore, teams who had a strong attitude toward teamwork and were characterized by a weak faultline started into the project with high initial levels of psychological safety (as compared to teams with low attitude toward teamwork and strong faultlines). Yet, in teams with high task-specific skills, psychological safety decreased (as compared to teams with low skills), whereas in teams with high team conscientiousness, psychological safety increased over time (as compared to teams with low team conscientiousness). This study demonstrated the relevance of considering temporal dynamics of psychological safety in team research. Further studies should investigate which factors, other than time, predict the negative development. Does it reflect a natural phenomenon in teams, or are there other mechanisms that explain this finding more accurately such as cross-subgroup communication? Furthermore, important conditions for the formation and development of psychological safety were identified that could provide starting points for the design of interventions regarding how and when the development of psychological safety should be supported from leaders or team coaches. As a consequence of the previous results, the focus of the third study was put on team trajectories of psychological safety, more precisely, whether changes of psychological safety affected team variables such as team performance. According to team development theories, the first half of a project is decisive as team members lay the foundation for important changes around midpoint. A constructive discussion and evaluation at midpoint again separated high- from low-performing teams. Thus, besides absolute levels, relative changes should affect team performance. The results support this proposition as changes of psychological safety predicted team effectiveness above and beyond absolute levels. Taken together, this work highlights the effects of subgroup dynamics and time for research on psychological safety. This dissertation is a pioneer work as all three studies provide crucial insights on dynamics of psychological safety opening up implications for practitioners and new avenues for future research. / Psychologische Sicherheit ist ein Schlüsselfaktor für erfolgreiche Teamarbeit. Psychologische Sicherheit bedeutet, dass Personen, die zusammenarbeiten, den Glauben teilen, dass das Team sicher ist, um interpersonelle Risiken einzugehen. Seit Mitte der 70er Jahre betonen Forscher die Bedeutung von psychologischer Sicherheit für Arbeitsteams und deren Umgang mit den Veränderungen und der damit verbundenen Unsicherheit verursacht durch einen wettbewerbsorientierten und schnelllebigen Arbeitsmarkt. Zahlreiche Studien zeigen die Relevanz von psychologischer Sicherheit für das Lernen aus Misserfolgen und die Verbesserung der Teamleistung in verschiedenen Arbeitskontexten auf. Ein Befund zeigt, dass psychologische Sicherheit mit der physiologischen Sicherheit von Patienten assoziiert ist. Folglich ist psychologische Sicherheit insbesondere dann von Bedeutung, wenn Patienten oder Klienten von der Leistung eines Teams abhängig sind, wie das bspw. in OP-Teams, Pflegeteams, Flugbesatzung, oder anderen interdisziplinären Settings der Fall ist. Obgleich psychologische Sicherheit auf Gruppenebene konzeptualisiert ist und Veränderungen in der Natur dieses Konstruktes liegen, haben Forscher erst vor Kurzem begonnen zu untersuchen, wie psychologische Sicherheit entsteht und sich im Verlauf der Zusammenarbeit verändert. Jedoch sind die Befunde inkonsistent und der Forschung fehlt ein konzeptuelles Rahmenmodell darüber, wie die Zeit und andere durch die Gruppe bedingte Faktoren die Entwicklung von psychologischer Sicherheit beeinflussen. Diese Dissertation trägt zur vorherigen Forschung bei, indem sie den Fokus auf die Dynamiken psychologischer Sicherheit legt und die Forschungsthesen in ein ganzheitliches theoretisches Rahmenmodell zur Entwicklung von Teams einbettet. Im Einzelnen stützt sich die Arbeit auf das Modell der Gruppenbruchlinien, das Gruppendiversität als eine wichtige Ursache für dynamische Prozesse in Teams aufgrund von Subgruppenbildung ansieht. Demnach haben Gruppenbruchlinien (Faultlines), sogenannte hypothetische Linien, die Teams in homogene Subgruppen anhand multipler Attribute teilen, negative Folgen auf die Entstehung von psychologischer Sicherheit. Weiterhin bezieht sich die Arbeit auf einen theoretischen Ansatz, der den Einbezug der Zeit in den Vordergrund rückt und Forscher ermutigen soll eine dynamischere Perspektive auf Teamprozesse einzunehmen und Veränderungen sowie deren Folgen für Teamarbeit zu studieren. Da Teams von Beginn an und in den frühen Phasen der Zusammenarbeit für Signale psychologischer Sicherheit empfänglich sind, lag der Fokus auf Veränderungen in der psychologischen Sicherheit und dem Zusammenhang zwischen Veränderungen und Teamleistung. In Studie 1 bezog ich mich auf die Leader-Member-Exchange Theorie und untersuchte Unterschiede in der Wahrnehmung von psychologischer Sicherheit von Teammitgliedern aufgrund von Subgruppendynamik. Demnach profitieren In-Group Mitglieder der Führungskraft von einem höheren Austausch von Ressourcen im Vergleich zu Mitgliedern der Out-Group. Ich testete die Beziehung von Subgruppenzugehörigkeit und psychologischer Sicherheit in der Präsenz von hohem vs. niedrigem Aufgabenkonflikt, da Konflikte kritische Ereignisse sind, die sich negativ auf die psychologische Sicherheit auswirken können. Ich fand heraus, dass Teammitglieder, die mit ihrer Führungskraft demographisch ähnlich waren, von den negativen Auswirkungen von Aufgabenkonflikt weniger betroffen waren als Teammitglieder, die sich von der Führungskraft diesbezüglich unterschieden. Diese Studie identifiziert eine Grenzbedingung für psychologische Sicherheit, nämlich die Subgruppenzugehörigkeit, da die demographische Nähe zur Führungskraft den negativen Effekt von Aufgabenkonflikt für die Wahrnehmung von psychologischer Sicherheit pufferte. Hinsichtlich der Entwicklung von psychologischer Sicherheit, legen erste Studien nahe, dass sie sich nicht verändert, bzw. Über die Zeit leicht abnimmt. In Studie 2 untersuchte ich daher die Entwicklung von psychologischer Sicherheit und Antezedenzien für die Entstehung und Veränderungen im Verlauf der Zeit. Ich testete für Effekte von drei gut erforschten tieferliegenden Diversitätsattributen, nämlich Werte, Teamfähigkeit und Teampersönlichkeit. Die Ergebnisse zeigen, dass psychologischer Sicherheit über die Zeit abnahm. Darüber hinaus starteten Teams, die eine positive Einstellung zu Teamarbeit hatten und deren Gruppe von schwachen Faultlines gekennzeichnet war, mit einem hohen Anfangsniveau an psychologischer Sicherheit in die Projektarbeit (im Vergleich zu Teams mit negativer Einstellung zur Teamarbeit und starker Faultline). Allerdings nahm die psychologische Sicherheit in Teams mit hohen aufgabenspezifischen Fähigkeiten (im Vergleich zu niedrigen aufgabenspezifischen Fähigkeiten) über die Zeit ab, wohingegen sie in Gruppen mit hoher Gewissenhaftigkeit (im Vergleich zu niedriger Gewissenhaftigkeit) zunahm. Die Studie zeigt die Relevanz der Berücksichtigung von zeitlichen Dynamiken der psychologischen Sicherheit in der Team Forschung. So kann weiterführend dazu geforscht werden, welche anderen Faktoren als Zeit die negative Entwicklung vorhersagen. Handelt es sich hierbei um eine natürliche Entwicklung in Teams, oder erklären andere Mechanismen wie bspw. Kommunikation über Subgruppen hinweg diesen Befund? Darüber hinaus wurden wichtige Konditionen für die Entstehung und Entwicklung von psychologischer Sicherheit identifiziert, die zur Planung von Inhalten und dem Timing von Teaminterventionen zur Förderung der psychologischen Sicherheit durch Führungskräfte oder Team Coaches genutzt werden können. Als Konsequenz der vorherigen Ergebnisse, lag der Fokus der dritten Studie auf den Teamverläufen von psychologischer Sicherheit, präziser noch, auf den Effekten von Veränderungen psychologischer Sicherheit und deren Auswirkungen auf andere Teamvariablen wie bspw. Teamleistung. Laut Team Entwicklungstheorien ist die erste Hälfte der Projektarbeit entscheidend da Teammitglieder die Fundamente für bedeutende Veränderungen zur Mitte legen. Eine konstruktive Diskussion und Bewertung zur Mitte des Projektes wiederum trennt Hochleistungsteams von Teams mit schwacher Leistung. Daher sollte neben der absoluten Einschätzung von psychologischer Sicherheit auch die relative Veränderung Auswirkungen auf die Teamleistung haben. Die Ergebnisse unterstützen diese Annahme. Wir fanden dass Veränderungen in der psychologischen Sicherheit die Teameffektivität über die Baseline hinaus vorhersagten. Insgesamt hebt diese Arbeit die Effekte von Subgruppendynamiken und Zeit für die Forschung von psychologischer Sicherheit hervor. Diese Dissertation leistete Pionierarbeit indem alle drei Studien entscheidende Einsichten in die Dynamiken von psychologischer Sicherheit bieten und Implikationen für Praktiker beinhalten sowie neue Bereiche für zukünftige Forschung eröffnen.