creating_psychological_safety_in_the_workplace_by_amy_edmondson
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====== Summary ====== | ====== Summary ====== | ||
- | * Content rating: 5 (a new idea / approach) | + | |
- | * Style rating: 0 (average presentation) | + | * Style rating: 0 (average presentation) |
====== Notes ====== | ====== Notes ====== | ||
- | * Reason we need psychological safety (voices are welcome and expected) | + | |
- | | + | * All people do “impression management” - no one wants to look ignorant (don’t ask questions), incompetent (don’t admit a weakness or mistake), intrusive (don’t offer ideas), negative (don’t critique the status quo) |
- | | + | * In general, the higher status you had, the more psychological safety. But in groups of the highest people we all revert to “impression management” |
- | * There are real benefits to psychological safety | + | * There are real benefits to psychological safety |
- | | + | * In medical setting, higher psychological safety lead to 18% reduction in bad accidents and deaths |
- | * Leadership behaviors explain the difference between safe and not safe environment | + | * Leadership behaviors explain the difference between safe and not safe environment |
- | | + | * Not just at top level, but all levels, as psychological safety lives in groups (not individuals, |
- | | + | * We need to train all levels of manager to be happy with disagreement |
- | | + | * Psychological safety enables learning behaviors |
- | | + | * “But fear is a motivator!”: |
- | | + | * “But what about performance standards? |
- | | + | * Argument is that we need to be in the “learning zone”, that there is no trade-off between these concerns. In fact, cannot achieve high performance without both psychological safety and standards |
- | Axis | Low psychological safety | High psychological safety | + | ^ |
- | ------------: | + | ^ |
- | High standards | + | ^ Low Standards |
- | Low standards | + | |
- | * Model to help organization change to increase psychological safety: | + | |
- | | + | * Set the stage - creates rational for speaking up |
- | | + | * Invite engagement - acknowledge your own fallibility |
- | | + | * Respond appreciatively |
- | * Set the stage is about (re-)framing the work as a learning problem, not an execution problem | + | * Set the stage is about (re-)framing the work as a learning problem, not an execution problem |
- | | + | * Aim is to overcome the instincts that get in the way of work |
- | | + | * Different framing needed for different environments |
- | | + | * All environments are seeing increased VUCA |
- | | + | * Proficiency -> customization -> creativity are different levels of (increased) uncertainty as there is increased failure rates (therefore learning) |
- | | + | * Innovation. IDEO: “Fail this often and sooner”. Pixar: “All of our movies are bad at first” |
- | | + | * Help override instinct hesitate to take risk and fear of failure |
- | | + | * Entrepreneur. “Early, often, ugly” and “If you are good at course correction being wrong is less costly than you think” |
- | | + | * Help override “tendency to agree with the boss” |
- | | + | * “Here’s our protocol we’d like you to follow it. And deviate any time your clinical judgement tells you. And tell us what you did and why” |
- | And tell us what you did and why” | + | * Help override “Don’t tell what us what to do” and “complacency” |
- | | + | * Proficiency. Toyota. “Tells us about you problems so we can work on them together” |
- | | + | * “We know you are a good manager.” |
- | | + | * Help override boasting and the need to hide problems |
- | | + | * Invite engagement |
- | * Invite engagement | + | * Say “I need your help; I might miss something” |
- | | + | * Broaden the discussion - What do others think, What are we missing, What options do we have, Who has a different perspective |
- | | + | * Deepen the discussion - What leads us to think so |
- | | + | * “Which one of you has a different opinion? |
- | | + | * Respond appreciatively |
- | * Respond appreciatively | + | * Don’t respond harshly, negatively |
- | | + | * Offer thanks, and an offer of help - Make honest feedback a positive experience. |
- | | + | * Model curiosity |
- | | + | |
====== Notes During Session ====== | ====== Notes During Session ====== |
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