Reciprocal care in hierarchical exchange: Implications for psychological safety and innovative behaviors at work.

2018 ◽  
Vol 12 (1) ◽  
pp. 79-88 ◽  
Author(s):  
Galy Binyamin ◽  
Anat Friedman ◽  
Abraham Carmeli
Keyword(s):  
Psychological Safety ◽  
Innovative Behaviors

scholarly journals Constructive Leadership and Employee Innovative Behaviors: A Serial Mediation Model

2020 ◽  
Vol 12 (7) ◽  
pp. 2592 ◽  
Author(s):  
Huseyin Arasli ◽  
Hasan Evrim Arici ◽  
Ezel Kole
Keyword(s):  
Leadership Practices ◽  
Psychological Safety ◽  
Full Time ◽  
Mediation Model ◽  
Employee Creativity ◽  
Service Culture ◽  
Hotel Employees ◽  
Serial Mediation ◽  
A Chain ◽  
Innovative Behaviors

This study aims to examine the influence of constructive leadership practices on the service innovative behaviors of hotel employees by a serial mediation system that treats employee psychological safety and employee creativity as mediators. Empirical data were collected from full-time frontline hotel employees in Antalya, Turkey. By using both convenience and judgmental sampling methods, this study included 357 hotel employees. The results provide empirical evidence for all suggested hypothesized associations. In particular, the findings display that psychological safety and engagement in creative work tasks play intervening roles (in the form of a chain) in the indirect influence of constructive leadership on employee perceptions regarding their service innovative culture. The current work provides practical contributions for hotel industry professionals who are in the treatment of implementing psychological safety and employee creativity, in order to establish innovative service culture in the hotel setting. The paper is among the first studies to investigate a serial mediation model to analyze which constructive leadership practices influence their innovative service culture.

Learning Goal Orientation and Creativity: Role of Psychological Safety

2011 ◽  
Author(s):  
Warren C. K. Chiu ◽  
Humphrey Leung ◽  
Kaylee Kong ◽  
Cynthia Lee
Keyword(s):  
Goal Orientation ◽  
Psychological Safety ◽  
Learning Goal ◽  
Learning Goal Orientation

Workplace fun and employee creativity: The mediating role of psychological safety

2020 ◽  
Vol 48 (11) ◽  
pp. 1-7
Author(s):  
Guodong Yang
Keyword(s):  
Work Environment ◽  
Psychological Safety ◽  
Employee Creativity ◽  
Mediating Role ◽  
Workplace Fun ◽  
Indirect Relationship ◽  
Positive Effect

I proposed a model to explain how workplace fun is effective in facilitating employee creativity, with a focus on the mediating role of psychological safety in this relationship. Participants comprised 269 employees of hotels in China. Results show that workplace fun had a direct, significantly positive effect on employee creativity, as well as an indirect relationship through the mediator of psychological safety. These findings show that a fun work environment helps to enhance employee creativity. Thus, it is beneficial for managers of organizations to create a fun work environment, and they should also consider employees' sense of psychological safety when allowing employees to have fun at work.

School Environment as a Determinant of Organizational Learning Support

2019 ◽  
Vol 9 (1) ◽  
pp. 20-44
Author(s):  
Valentína Šuťáková ◽  
Janka Ferencová ◽  
Martina Kosturková
Keyword(s):  
Qualitative Research ◽  
Organizational Change ◽  
Organizational Learning ◽  
School Environment ◽  
Psychological Safety ◽  
School Management ◽  
Learning Support ◽  
Open Communication ◽  
New Ideas ◽  
Learning Research

Organizational learning as a strategic tool for organizational change and stabilization of success has been discussed in a school environment since the 1990s. Its importance is increasing in the context of dynamic development of the society and the need to flexibly adapt to constant changes. Organizational learning research focuses on analyzing factors that are important to organizational learning and adaptability. The study aim was to examine a school environment as a determinant of organizational learning support. We chose a design of qualitative research, in which a group interview with 32 teachers from four schools was carried out. Based on the interviews we specified five categories of organizational learning support – psychological safety, open communication, cooperation, openness to new ideas, engagement and participation. Through an analysis of participants‘ responses, we identified the most significant barriers to organizational learning in the environment of selected schools. Their recognition has made it possible to formulate recommendations related to school management and to the promotion of organizational learning at schools.

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