Team Psychological Safety and Knowledge Acquisition in Uganda Teaching Hospitals: The Moderating Effect of Reflection-in-action Team Learning Practices

Henry Kasawo Kibedi; Charles Magoba Muwonge; Kennedy Amon- P’Olak; Joseph Ssenyonga; Kirabo Nkambwe Nakasiita; Adrian Kakinda

doi:10.37284/eajhs.9.1.4453

Henry Kasawo Kibedi Kyambogo University
Charles Magoba Muwonge Kyambogo University
Kennedy Amon- P’Olak Amon- P’Olak
Joseph Ssenyonga Kyambogo University
Kirabo Nkambwe Nakasiita Kyambogo University
Adrian Kakinda Kyambogo University

DOI: https://doi.org/10.37284/eajhs.9.1.4453

Keywords: Team psychological safety, Reflective action (reflection-in-action) team learning practice, Knowledge acquisition and creation

Share Article:

Abstract

The study examined the moderating effect of reflective action team learning practices on the association between team psychological safety and knowledge acquisition and creation in teaching hospitals. The study population comprised trainees and health professional staff teams. Using a cross-sectional survey design and sampling frame of teaching hospitals, a sample of 132 respondents was selected. Statistical Package for Social Scientists (SPSS) with a PROCESS macro procedure by Hayes was used for data analysis. Results indicated that reflective action team learning moderates the relationship between team psychological safety and knowledge acquisition. There was a statistically significant regression of team psychological safety and knowledge creation. The interaction effect between team psychological safety and reflective action team learning was significant. Thus, nurturing reflection-in-action team learning practice has high ramifications for knowledge acquisition and creation, which are prerequisites for clinical evidence-based practices

Downloads

Download data is not yet available.

References

Alavi, M., & Leidner, D.E. (2001). Knowledge management and knowledge management systems: Conceptual foundations and research issues. MIS Quarterly, 25, 107-136.

Alavi, M., & Tiwana, A. (2020). Knowledge Management: The Next Big Thing. Management Information Systems Quarterly, 44(1), 1-7.

Baer, M & Frese, M. (2003). Innovation is not enough: Climates for iniatiative and psychological safety, process innovation and firm performance; Journal of Organisational Behaviour, 24(1):45-68

Bhattacherjee, A. (2012). Social science research: Principles, methods, and practices. University of South Florida.

Bourner, T. (2018). Action learning and reflective practice: Creative and visual methods to facilitate reflection and learning. Routledge.

Breso, I, Gracia, F.J., Latorre, F, & Peiro J.M. (2008). Development and validation of team learning questionnaire; Academia edu 14(2), 145-160

Cabrera, Á. & Cabrera, E. F. (2019). Knowledge-sharing dilemmas. Organization Studies, 40(4), 501-523.

Carmeli, A., & Gittell, J. H. (2009). High-quality relationships, psychological safety, and learning from failures in work organizations. Journal of Organizational Behavior, 30(6), 709-729.

Cummings, J. (2004). Work groups, structural diversity, and knowledge sharing in a global organisation. Management Science, 50 (3), 352-364.

Detert, J. R., & Edmondson, A. C. (2011). Implicit voice theories: Taken-for-granted rules of self-censorship at work. Academy of Management Journal, 54(3), 461-488.

Dong, Y., & Xu, S. (2019). Antecedents and consequences of knowledge sharing in information systems development projects. Information & Management, 56(3), 405-417.

Edmondson, A. C. (2018). The fearless organization: Creating psychological safety in the workplace for learning, innovation, and growth. John Wiley & Sons.

Edmondson, A. (1999). Psychological safety and Learning behavior in work teams, Adminitrative Science Quartery, 44, 350-83.

Edmondson, A. (2002). The local and variegated nature of learning in organisations: A group level perspective. Organisation Science, 13, 128-146.

Edmondson, A., & Lei, Z. (2014). Psychological safety: The history, renaissance, and future of an interpersonal construct. Annual Review of Organizational Psychology and Organizational Behavior, 1, 23-43.

Edmondson, A., & McManus, S.E. (2007). Methodological fit in measurement field research. Academy of Management Review, 32, 1155-1179.

Edmondson, A.C., Dillon, J.R., & Roloff, K.S. (2007). Three perspectives of team learning. The Academy of Management Annals, 1 (1), 269-314. New York. Lawrence Erlbaum Associates.

Ellingsen, G. (2003). ‘Coordinating work in hospitals through global tool: Implications for implementation of electronic patient records in hospitals’. Scandinavian Journal of Information Systems, 15, 39-54.

Faraj, S., & Wasko, M. M. (2018). Coordination and creativity in geographically distributed teams. Organization Science, 29(2), 299-316.

Filius, R., De Jong, J., & Roefs, S.E. (2000). Knowledge management in Human Resource Development Office. A Comparison of three cases. Journal of Workplace Learning. 12 (7), 286-295.

Frazier, M. L., Fainshmidt, S., Klinger, R. L., Pezeshkan, A., & Vracheva, V. (2017). Psychological safety: A meta-analytic review and extension. Personnel Psychology, 70(1), 113-165.

Frese, M., & Zapf, D. (1994). Action as the core of work psychology: A German approach. In H.C Triandis, M.D, Dunnette and L.M. Hough (Eds). Handbook of Industrial and Organisational Psychology, 4 (2), 271-340.

Garvin, D.A, Edmondson, A, & Gino, F. (2008). Is yours a learning organization? Harvard Business review; 86(3), 109-16, 134

Gibson, C.B., Porath, C.L., Benson, G.S., & Lawler, E.E. (2007). What results when firms implement practices. The differential relationship between specific practices, firm financial performance, customer service and quantity. Journal of Applied Psychology, 92, 1467-1480.

Hackman, J.R. (2002). Leading teams. Setting the stage for great performance, Harvard Business School Press, Boston, M.A.

HSSIP. (2011). Health Sector Strategic and Implementation Plan, Uganda, 2010/11-2015 Period.

Husted, K., & Michailova, S. (2002). Diagnosing and fighting knowledge sharing hostility. Organisational Dynamics, 31 (1), 60-73.

Jennex, M. E., & Olfman, L. (2019). Exploring knowledge transfer through information systems research. Information & Management, 56(2), 267-276.

Kankanhalli, A., Tan, B. C. Y., & Wei, K. K. (2018). Contributing knowledge to electronic knowledge repositories: An empirical investigation. MIS Quarterly, 42(1), 143-163.

Koskinen, K.U. (2003), ‘‘Evaluation of tacit knowledge utilization in work units’’, Journal of Knowledge Management, 7, (5), 67-81.

Kozlowski, S.W.J., & Ilgen, D.R. (2006). Enhancing the effectiveness of work groups and teams. Psychological Science in Public Interest, 7, 77-124.

Lourenco, P.B (2016). Macro modeling procedure for seismic analysis of unreinforced masonry structures. http://doi.org/10.1002/eqe.2759.

Marsick, V. J., & O'Neil, J. (2020). Understanding action learning. Routledge.

Nonaka, I., & von Krogh, G. (2009). Perspective—Tacit knowledge and knowledge conversion: Controversy and advancement in organizational knowledge creation theory. Organization Science, 20(3), 635-652.

Nonaka, I. & Takeuchi, H. (1995). The Knowledge-Creating Company: How Japanese Companies Create the Dynamics of Innovation, Oxford University Press, New York, NY.

Nonaka, I., & von Krough, G. (2009). Tacit knowledge and knowledge conversion: Controversy and advancement in organisational knowledge creation theory. Organisation Science, 20(3), 635-52.

Revans, R. (1982). The origin and growth of action learning. Chartwell-Bratt.

Rico, R., de la Hera, C.M.A., & Tabernero, C. (2011). Work team effectiveness; A review of research from last decade (1999-2009). Psychology in Spain, 15 (1), 57-59.

Schon, A.D. (1983). The reflective practitioner, San Francisco: Jossey-Bass.

Schon, A.D. (1987). The Reflective Practitioner; How professionals think in action (2nd Ed), U.S.A.

Schon, A.D. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass.

Sheffield, J. (2008). ‘Pluralism in knowledge management: A review’. Electronic Journal of Knowledge Management. 7 (3), 387-396.

Tjosvold, D., Yu, Z., & Hui, C. (2004). Team learning from mistakes: The contribution of Cooperative goals and Problem solving. Journal of Management Studies, 41 (7), 1223-1245.

Van Dyck, C. (2000). Putting errors to good use. Error management culture in organisations. Amsterdam KLI

Wang, H., Wang, S., & Chaudhry, S. (2020). Unleashing the power of big data analytics for knowledge management. Journal of Knowledge Management, 24(3), 445-462.

Wenger-Trayner, E., & Wenger-Trayner, B. (2015). Learning in a landscape of practice: A framework. In Learning in Landscapes of Practice: Boundaries, Identity, and Knowledgeability in Practice-Based Learning (pp. 13-30). Routledge.

Zhang, X., & Bartol, K. M. (2010). Linking empowering leadership and employee creativity: The influence of psychological empowerment, intrinsic motivation, and creative process engagement. Academy of Management Journal, 53(1), 107-128.