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HR · Human Resources · programme 09

Encourage open dialogue

Facilitate upward and downward feedback outside the hierarchy.

Why this programme

People speak freely when it costs them nothing. The programme relies on anonymous votes and contributions, aggregated live on screen: you see what the room thinks without knowing who said it. Management responds during the session, within a framework held by the facilitator.

Team psychological safety [is] a shared belief held by members of a team that the team is safe for interpersonal risk taking.

Amy C. Edmondsonprofessor at Harvard Business SchoolPsychological Safety and Learning Behavior in Work Teams, Administrative Science Quarterly 44(2), 1999

What your teams experience

  1. The barometer: a series of anonymous questions, with results projected in real time.
  2. What we don’t dare say: a wall of anonymous contributions, moderated by the facilitator.
  3. Management’s response: leaders answer the most-voted points.
  4. The three priorities: the room votes on what needs to change first.

Each activity opens and closes with a projected cinematic sequence, personalised for your teams. The facilitator sets the pace: nothing moves forward without them.

What the company gains

An honest diagnosis of the internal climate, and three action priorities chosen by the teams themselves.

5 %

of revenue is lost each year by organizations to occupational fraud, according to Certified Fraud Examiners; 43% of frauds are detected by a tip.

Association of Certified Fraud Examiners (ACFE)Occupational Fraud 2024: A Report to the Nations, 2024

How we tailor it to you

Your wording, departments, figures and photos are built into the challenges and cinematic sequences, to the letter. The look follows your brand guidelines. Teams are formed on the spot or based on your organisation chart. The session report is delivered to you after the event.

The sources of this programme

Every game, measure and reminder in this programme builds on published research. The facilitator cites it in the debriefs, and you can check every reference.

  1. Edmondson, A. (1999). Psychological safety and learning behavior in work teams. ASQ, 44(2), 350-383. 10.2307/2666999
  2. Frazier, M. L., Fainshmidt, S., Klinger, R. L., Pezeshkan, A., & Vracheva, V. (2017). Psychological safety: A meta-analytic review and extension. Personnel Psychology, 70(1), 113-165. 10.1111/peps.12183
  3. Milliken, F. J., Morrison, E. W., & Hewlin, P. F. (2003). An exploratory study of employee silence. Journal of Management Studies, 40(6), 1453-1476. 10.1111/1467-6486.00387
  4. Morrison, E. W. (2014). Employee voice and silence. Annual Review of Organizational Psychology and Organizational Behavior, 1, 173-197. 10.1146/annurev-orgpsych-031413-091328
  5. Detert, J. R., & Burris, E. R. (2007). Leadership behavior and employee voice: Is the door really open? AMJ, 50(4), 869-884. 10.5465/amj.2007.26279183
  6. Walker, A. G., & Smither, J. W. (1999). A five-year study of upward feedback: What managers do with their results matters. Personnel Psychology, 52(2), 393-423. 10.1111/j.1744-6570.1999.tb00166.x
  7. Smither, J. W., London, M., & Reilly, R. R. (2005). Does performance improve following multisource feedback? Personnel Psychology, 58(1), 33-66. 10.1111/j.1744-6570.2005.514_1.x
  8. Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance. Psychological Bulletin, 119(2), 254-284. 10.1037/0033-2909.119.2.254
  9. Van Dyne, L., & LePine, J. A. (1998). Helping and voice extra-role behaviors. AMJ, 41(1), 108-119. 10.2307/256902
  10. Liang, J., Farh, C. I. C., & Farh, J.-L. (2012). Psychological antecedents of promotive and prohibitive voice. AMJ, 55(1), 71-92. 10.5465/amj.2010.0176
The foundations shared by all our programmes (20 references)

The mechanics of our sessions: team play, the debrief, the before-and-after measure, spaced reminders.

  1. Klein, C., DiazGranados, D., Salas, E., et al. (2009). Does team building work? Small Group Research, 40(2), 181-222. 10.1177/1046496408328821
  2. Salas, E., DiazGranados, D., Klein, C., et al. (2008). Does team training improve team performance? A meta-analysis. Human Factors, 50(6), 903-933. 10.1518/001872008X375009
  3. McEwan, D., Ruissen, G. R., Eys, M. A., Zumbo, B. D., & Beauchamp, M. R. (2017). The effectiveness of teamwork training on teamwork behaviors and team performance. PLoS ONE, 12(1), e0169604. 10.1371/journal.pone.0169604
  4. Tannenbaum, S. I., & Cerasoli, C. P. (2013). Do team and individual debriefs enhance performance? A meta-analysis. Human Factors, 55(1), 231-245. 10.1177/0018720812448394
  5. Blume, B. D., Ford, J. K., Baldwin, T. T., & Huang, J. L. (2010). Transfer of training: A meta-analytic review. Journal of Management, 36(4), 1065-1105. 10.1177/0149206309352880
  6. Gollwitzer, P. M., & Sheeran, P. (2006). Implementation intentions and goal achievement: A meta-analysis. Advances in Experimental Social Psychology, 38, 69-119. 10.1016/S0065-2601(06)38002-1
  7. Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning. Psychological Science, 17(3), 249-255. 10.1111/j.1467-9280.2006.01693.x
  8. Cepeda, N. J., et al. (2006). Distributed practice in verbal recall tasks. Psychological Bulletin, 132(3), 354-380. 10.1037/0033-2909.132.3.354
  9. Howard, G. S. (1980). Response-shift bias. Evaluation Review, 4(1), 93-106. 10.1177/0193841X8000400105
  10. Stasser, G., & Titus, W. (1985). Pooling of unshared information in group decision making. JPSP, 48(6), 1467-1478. 10.1037/0022-3514.48.6.1467
  11. Mesmer-Magnus, J. R., & DeChurch, L. A. (2009). Information sharing and team performance: A meta-analysis. JAP, 94(2), 535-546. 10.1037/a0013773
  12. Prentice, D. A., & Miller, D. T. (1993). Pluralistic ignorance and alcohol use on campus. JPSP, 64(2), 243-256. 10.1037/0022-3514.64.2.243
  13. Aronson, E., et al. (1978). The Jigsaw Classroom. Sage (ouvrage).
  14. Galton, F. (1907). Vox populi. Nature, 75, 450-451. 10.1038/075450a0
  15. Kahneman, D., Fredrickson, B. L., Schreiber, C. A., & Redelmeier, D. A. (1993). When more pain is preferred to less: Adding a better end. Psychological Science, 4(6), 401-405. 10.1111/j.1467-9280.1993.tb00589.x
  16. Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall (ouvrage).
  17. Sitzmann, T. (2011). A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology, 64(2), 489-528. 10.1111/j.1744-6570.2011.01190.x
  18. Lichtenstein, S., Fischhoff, B., & Phillips, L. D. (1982). Calibration of probabilities: The state of the art to 1980. In D. Kahneman, P. Slovic & A. Tversky (dir.), Judgment under Uncertainty, 306-334. Cambridge University Press (ouvrage).
  19. Surowiecki, J. (2004). The Wisdom of Crowds. Doubleday (ouvrage).
  20. Butler, A. C., & Roediger, H. L. (2008). Feedback enhances the positive effects and reduces the negative effects of multiple-choice testing. Memory & Cognition, 36(3), 604-616. 10.3758/MC.36.3.604

Before you book

What is digital team building?

A team building session in which teams play challenges on participants' phones while a big screen shows the running order, the scores and the cinematic sequences. A facilitator runs the room from start to finish. Everything happens in person.

Do we need to install an app?

No. Participants scan a QR code and play in their phone's browser. No account, no password, no installation. It works on iPhone and Android.

Is there a limit on the number of participants?

No. The platform adapts to your headcount, from a small team to the whole company, in one or several rooms.

Demo

See “Encourage open dialogue” in action.

Thirty minutes on your premises. You play a challenge and see the report at the end.

Request a demo