Bakgrund: Äldreomsorgen är en viktig verksamhet som hjälper gamla människor när de inte längre kan ta hand om sig själva. I denna verksamhet har undersköterskor den viktigaste rollen för att tillfredsställa omsorgstagarna. Däremot är det idag brist på undersköterskor och yrket blir mindre attraktivt på grund av bland annat stress, underbemanning, och brist på karriärmöjligheter. För att omsorgstagarna ska trivas så måste även undersköterskorna trivas på arbetsplatsen. Hög psykologisk säkerhet och ett bra kognitivt självledarskap hjälper undersköterskorna att trivas och må bra vilket även påverkar omsorgstagarna positivt.   Syfte: Syftet med uppsatsen är att undersöka hur undersköterskor på ålderdomshem upplever psykologisk säkerhet och kognitivt självledarskap men även hur dessa samverkar. Detta berör både individnivå och gruppnivå. Problemformulering: Studien kommer att undersöka vilka faktorer som påverkar den psykologiska säkerheten och kognitiva självledarskap hos undersköterskor på ålderdomshem samt hur dessa samverkar. Metod: I denna uppsats har blandad metod använts för att samla in data. Varje påstående i intervjun bestod först av en kvantitativ del där respondenten skulle svara 1-5 på en skala. Detta följdes sedan upp av en kvalitativ del där respondenten fick utveckla sitt svar från skalan. Intervjun konstruerades genom att utifrån den teoretiska referensramen utforma påståenden. Respondenterna består av undersköterskor på ett ålderdomshem i Ljungby som heter Brunnsgården.  Slutsats: Den psykologiska säkerheten är hög överlag men det finns utrymme för utveckling främst i relationer mellan chefen och medarbetarna. Kognitivt självledarskap används på ett medvetet sätt av alla respondenter och det finns en samverkan mellan dessa begrepp till viss del. / Background: Senior care is an important activity that helps old people when they can nolonger take care of themselves. In this activity, assistant nurses have the most important roleto satisfy the care recipients. However, today there is a shortage of assistant nurses and theprofession is becoming less attractive due to, among other things, stress, understaffing, and alack of career opportunities. In order for the care recipients to feel comfortable, the assistantnurses must also feel comfortable in the workplace. High psychological safety and goodcognitive self-leadership help the assistant nurses to thrive and feel good, which also affectsthe care recipients positively. Purpose: The purpose of the essay is to investigate how assistant nurses in nursing homesexperience psychological safety and cognitive self-leadership, but also how these interact.This affects both the individual level and the group level. Research question: The study will investigate which factors affect the psychological safetyand cognitive self-leadership of assistant nurses in nursing homes and how these interact.

Studiens syfte är att undersöka upplevelser av och uppfattningar om psykologisk trygghet i relation till ansvarstagande bland skogliga planerare utifrån frågeställningarna: hur ser den psykologiska tryggheten ut bland skogliga planerare? Samt: hur påverkar förekomsten av psykologisk trygghet individens upplevda möjlighet till ansvarstagande i sin yrkesroll? Kvalitativ, induktiv metod med fenomenologisk ansats valdes för studien. Materialinsamlingen genomfördes genom semistrukturerade intervjuer. Det insamlade materialet analyserades genom induktiv tematisk analys. Studiens resultat visar att informanterna genomgående uttrycker ett stort ansvarstagande och hög psykologisk trygghet i sitt arbete. En starkt negativt påverkande faktor på den psykologiska tryggheten visade sig vara ensamarbete och då främst i samband med att informanterna fattade komplexa beslut. Studiens slutsats visar på stort ansvarstagande kombinerat med upplevd stor psykologisk trygghet bland dessa skogliga planerare. Informanterna uppfattas i stor utsträckning befinna sig i en arbetsmiljö med goda förutsättningar för lärande vilket möjliggör en hållbar utveckling för individ och organisation. / The purpose of the study is to investigate the degree of psychological safety in relation to responsibility among forest planners based on the questions: what are the experiences of psychological safety among forest planners? And: How do different experiences of psychological safety relate to experiences of individuals responsibility in their professional role? A qualitative, inductive method with a phenomenological approach was chosen for the study. The collection of material was conducted through semi-structured interviews. The collected material was analyzed through inductive thematic analysis. The results of the study show that the informants consistently expressed high accountability and an experienced high psychological safety in their work. A negative factor mentioned as important for experiencing psychological safety at work is working alone, mainly in connection with the informants making more complex decisions. The study's conclusion shows high accountability combined with perceived high psychological safety among these forest planners. The informants are perceived to be in a work environment with good conditions for learning, which enables sustainable development for the individual and the organization.

Syftet med föreliggande studie var att undersöka sambanden mellan variablerna psykologisk trygghet, motivationsklimat, målorientering och upplevd förmåga hos idrottare genom att variablerna upplevt motivationsklimat, upplevd målorientering och upplevd förmåga studeras utifrån hur de predicerar (uttalar sig om) psykologisk trygghet. Studien utgick från en kvantitativ forskningsmetod och samlade in data med hjälp av ett digitalt frågeformulär. Sammanlagt deltog 109 aktiva idrottare i studien med ett åldersspann mellan 18-56 år (M = 27.21, SD = 8.54). Deltagarna var aktiva på elitnivå (professionell-/yrkesmässig nivå), semi-elitnivå (inte elit- eller yrkesmässig nivå men tävlar och satsar mot elitnivå) eller som motionär (aktivt idrottar någon/några gånger i veckan för nöjes skull). Resultatet utifrån en multipel regressionsanalys visade att ett upplevt uppgiftsorienterat motivationsklimat och upplevd förmåga var statistiskt signifikanta prediktorvariabler till psykologisk trygghet med positiva samband, samt att en upplevd ego-orienterad målorientering var en statistiskt signifikant prediktorvariabel till psykologisk trygghet med ett negativt samband. Ett upplevt resultatorienterat motivationsklimat och en upplevd uppgiftsorienterad målorientering visade sig inte vara statistiskt signifikanta prediktorvariabler till psykologisk trygghet. Resultatet visade även utifrån en tillhörande korrelationsanalys att det förekom flertalet statistiskt signifikanta korrelationer mellan variablerna med positiva respektive negativa samband. Slutsatsen som kan dras utifrån ovanstående resultat är att om idrottarna upplever ett uppgiftsorienterat motivationsklimat och en hög egen förmåga kan det bidra till en ökad upplevd psykologisk trygghet, och om idrottarna upplever en ego-orienterad målorientering och en låg upplevd förmåga kan det leda till en minskad upplevd psykologisk trygghet. / The aim of this study was to examine the relationships between the variables psychological safety, motivational climate, goal orientation and perceived ability in athletes, by studying how the variables motivational climate, goal orientation and perceived ability predicts psychological safety. The study was based on a quantitative research method and gathered data using a digital questionnaire. In total 109 active athletes participated in the study with an age span between 18-56 years (M = 27.21, SD = 8.54). The participants were active on elite level (professional level), semi-elite level (non-professional but competes and aims for elite level) or as an exerciser (actively sport some times a week for fun). The results of a multiple regression analysis revealed that a perceived task oriented motivational climate and perceived ability were statistically significant predictor variables to psychological safety with positive connections, and that a perceived ego oriented goal orientation was a statistically significant predictor variable to psychological safety with a negative connection. A perceived result oriented motivational climate and a perceived task oriented goal orientation showed not to be statistically significant predictor variables to psychological safety. The results also showed from a belonging correlation analysis that a majority of statistically significant correlations occurred between the variables with positive respective negative connections. The conclusion that can be drawn from the result above is that if the athletes perceives a task oriented motivational climate and a high own ability, it may contribute to an increased perceived psychological safety, and if the athletes perceives an ego oriented goal orientation and a low own ability it may lead to a decreased perceived psychological safety.

Denna studie undersökte upplevelser av psykologisk trygghet på en offentlig arbetsplats inom energisektorn i Mellansverige, för att identifiera och analysera eventuella fördelar och nackdelar. Genom att genomföra semistrukturerade intervjuer med sju anställda samlades data som analyserades tematiskt genom en induktiv tematisk analys. Resultaten kan indikera på att psykologisk trygghet främjar öppen kommunikation och samarbete, vilket kan leda till förbättrad innovation och arbetsprestation. Dock framkom även att överdriven öppenhet kan resultera i missförstånd och konflikter, vilket kan kräva tydliga kommunikationsstrukturer. Studiens slutsats är att en välbalanserad psykologisk trygghet kan vara essentiell för att optimera effektiviteten på arbetsplatser samtidigt som riskerna kan minimeras. / This study investigated experiences of psychological safety in a public workplace in the energy sector in Central Sweden, to identify and analyse both benefits and risks. By conducting semi-structured interviews with seven employees, data was collected which was analysed thematically through an inductive thematic analysis. The results indicate that psychological safety promotes open communication and collaboration, which leads to improved innovation and work performance. However, it's also been shown that it can result in excessive openness which can cause misunderstandings and conflicts and that is why it requires clear communication structures. The conclusion of the study is that well-balanced psychological safety is essential to optimize efficiency in workplaces while minimizing risks.

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.

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.

During team decision-making practices information is often shared among team members as part of the decision making process. Knowledge sharing involves one team member sharing information so that other team members can encode the knowledge to make their own mental representation of the new information (Huan & Jiang, 2012). Unfortunately, the literature has shown that new information is not always shared between team members during decision making processes (Stasser & Titus, 1985). When teams make decisions without considering all the information available poor decisions can result. This research study tests a team conceptual model derived by Turner (2013) addressing attitudes toward knowledge sharing. Structural equation modeling was conducted to test a portion of Turner’s (2013) team conceptual model. The tested model included the independent variables of psychological safety, team conflict, team cohesion, and transactive memory systems. The dependent variable for the dissertation was knowledge sharing.

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.

The diploma thesis deals with justice and fairness in the workplace. The theoretical part begins with an introduction to the topic, defines the key concepts and further states what are the differences between them. The following chapters describe reasearch into justice and fairness from its inception, which dates back to about the middle of the last century, to the present. The theretical part continues with the reasons that motivate individuals to think about justice and fairness, what are the consequences of perceived (in)justice and (un)fairness, and finally we present the existing tools that are used to measure these phenomena. The empirical part focuses on the adaptation of two main, foreign methods (COJS and POJ) to the Czech environment, verification of their psychometric properties, basic validation and exploration the relationships between them. Due to the validation of POJ and COJS, we also set a secondary goal, namely the adaptation of scales describing the relationship to the organization and the superior and verification of their basic psychometric data. The results of our research showed that the 4-factor model of justice (COJS) and the 1- factor model of overall fairness (POJ) can be considered satisfactory, even with the Czech version created by us, which corresponds to previously...