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1 reference
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- Vol 2 RE: Chapter 12
- Vol 3 RE: Chapters 7, 10, 12
- Vol 3 TE: App C
- Vol 5 RE: Chapter 11
- Vol 5 TE: App C
- Vol 6 PE: App E
- Vol 6 RE: Chapters 3, 4, 5, 6, 7, 8, 10, 11
psychological safetyteam learning behaviorinterpersonal risk takingerror discussionleader coachinghelp seekingteam efficacyJournal article Evidence summaryAt a glance
Edmondson introduces team psychological safety as a shared belief that a group is safe for interpersonal risk taking. In a multimethod field study of fifty-one manufacturing teams, she examines how safety, efficacy, context support, leader coaching, learning behaviour, and performance relate.
Key ideas
Psychological safety predicts behaviours such as asking for help, discussing errors, seeking feedback, experimenting, and reflecting; those learning behaviours in turn help explain performance. Team efficacy does not show the same relationship after safety is considered. Supportive structures and coaching contribute to the climate, showing that learning depends on both interpersonal belief and organisational conditions. Psychological safety is not comfort, agreement, low standards, or freedom from accountability.
Why it matters
It enables candour about uncertainty and mistakes so that demanding work can improve. For educational teams, the study supports leader inclusiveness, constructive responses to bad news, clear learning goals, and routines that make questions and dissent usable, while recognising that evidence is correlational and comes from a specific organisational setting.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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References are checked against publisher records, scholarly indexes, DOI or ISBN metadata, repositories and author records where available. An entry marked [Citation not verified] preserves the wording found in the relevant volume without attributing findings to an unconfirmed work.
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