An Investigation into the Impact of ‘Virtual Teams’ on Psychological Safety and Constructive Conflict: A Media Richness Perspective
Purpose of Study
The aim of this study encompasses comprehending how virtual teams affect team member psychological safety and the levels of constructive conflict between them. To date, there is limited research surrounding how psychological safety has been affected given the abrupt and drastic transition to a virtual working environment due to Covid-19 ramifications.
Additionally, the significant reliance on computer-mediated communications and its plethora of features have been overlooked with respect to constructive conflict between team members. To address this gap in the literature, this study explores the paradoxical relationship between psychological safety and constructive conflict through the lens of Media Richness Theory. Moreover, the study poses research questions which seek to ascertain the perceptions, behaviours and emotions of team members surrounding their psychological safety and degree of constructive conflict within a virtual team.
Design / Methodology / Approach
An interpretivist philosophy in conjunction with a qualitative approach was employed for the duration of the study. With regards to data collection, it encompassed semi-structured interviews preceded by qualitative diary research (QDR).
For the QDR, respondents were requested to note their perceptions, behaviours, interactions, and emotions regarding their usage within virtual teams over the duration of one week. Corbin and Strauss’ (1990) Grounded Theory classification of coding, which was used to inform the aggregate dimensions of Gioia’s Methodology (2011), methodological memos, and Rose’s (2016) visual analysis all assisted in the data analysis process.
Findings
Team virtuality has a significant influence on team member psychological safety and constructive conflict. There is a significant increase in apprehension among team members while utilising computer-mediated communication. This apprehension hampers team member psychological safety which can lead to destructive conflict. Additionally, the reconfigured pre-requisites for team member interaction; blurring demarcation of personal and professional life; sensations of disconnection and isolation; and the lack of paralinguistic cues can all impede the psychological safety of team members.
However, there are an array of practicalities associated with team virtuality, such as immersive synchronous collaboration; the co-ordinated nature of asynchronous communication; and virtual team versatility. Thus, facilitating greater constructive conflict and enhancing psychological safety.
In essence, psychological safety is enhanced through e-leadership, trust among team members, and strong interpersonal relations. Ultimately, this increases the level of constructive conflict as team members feel safer and are more willing to challenge each others' ideas, which contributes to effective collaboration; knowledge sharing; creativity; and risk-taking behaviours. Evidently, there is a paradoxical relationship between team member psychological safety and constructive conflict.
Practical Implications
It is integral for team members who occupy hierarchical and leadership positions to over-communicate with other team members to mitigate any sensations of disconnection isolation or loneliness. E-leadership and communication is crucial in enhancing and maintaining psychological safety which can have a positive effect on constructive conflict. Ultimately, this enhances team effectiveness and performance.
In order to address the drawbacks and apprehension surrounding team virtuality, organisations must adopt a hybrid or blended approach to working. This provides the employees autonomy of leveraging the benefits of remote working, such as convenience flexibility, whilst also availing of the benefits of a physical workspace which addresses the lack of paralinguistic cues within virtual teams.
Keywords
Covid-19
Virtual teams
Psychological safety
Constructive conflict
Media Richness Theory
Computer-mediated communications (CMC)
Computer-mediated communications apprehension (CMCA)
Asynchronous and synchronous communication.
