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Part 2: Creating the Right Environment for Agility
2.1. Organizational culture shapes safety behavior
- Â Organizational culture shapes safety climate, and safety climate directly influences individual behavior (Neal et al. 2000).
- An environment that overemphasizes rigid compliance can unintentionally discourage flexible adaptation, even when the actual situation allows for it.
2.2 Why classroom training does not automatically translate into on-the-job behavior
Training transfer outcomes depend on three interacting factors: trainee characteristics, training design, and the post-training work environment (Baldwin and Ford 1988).
Acquiring knowledge in the classroom does not automatically guarantee its application in the workplace; transfer requires a supportive environment and opportunities to practice afterward (Burke and Hutchins 2007).
Application: if the concept of Agility is only taught in the classroom without hands-on feedback in the field, the knowledge is unlikely to translate into autonomous behavior. This is why Modules 1, 2, and 3 will each be followed by a face-to-face practice session in Weeks 4, 8, and 12.
2.3 Psychological safety - a precondition for employees to dare to adapt
- Psychological safety is the shared belief that the team is a safe environment for interpersonal risk-taking (asking questions, admitting mistakes), and it is directly linked to team learning behavior (Edmondson 1999).
- Psychological safety remains a precondition for employees to dare to make adaptive decisions (Newman et al. 2017).
- Application: Engineers are encouraged to proactively ask questions and discuss with their Frontline Supervisor when uncertain, without fear of being judged for asking.
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