When feeling safe isn’t enough: Contextualizing models of safety and learning in teams

In working to understand the predictors of experiential learning in teams, researchers have focused on one variable more than any other—psychological safety. In virtually all of this work, psychological safety is viewed as a direct predictor of team learning and, through team learning, of team performance. We suggest that this work has overlooked the critical effect the nature of the task environment has on the capacity of psychological safety to have beneficial effects. To investigate this, we conduct a comprehensive meta-analysis of studies examining the relationships between psychological safety, team learning, and team performance. We find that psychological safety is more strongly associated with learning and performance in studies conducted in knowledge-intensive task settings, that is, settings that involve complexity, creativity, and sensemaking. The results of this study suggest that psychological safety may be insufficient to stimulate learning in groups where the task environment does not require learning.