Workplace-based learning for undergraduate and pre-registration healthcare professionals: A systematic map of the UK research literature 2003-2013

What do we want to know? What is the nature of the research on workplace-based learning for undergraduate and pre-registration healthcare professionals in the UK? How many studies are there and what do they focus on? Who wants to know? The map was funded by the Higher Education Academy, UCL Institute of Education, University College London, and the Association for the Study of Medical Education. Workplace based learning is a key component of healthcare professionals education and training and is therefore a key concern of educators, professional bodies, professional regulators, the NHS and Health Education England. What did we find? We identified 117 UK studies about workplace-based learning for undergraduate/pre-registration healthcare students published between 2003 and 2013. The majority of studies (n = 111) focused on students views or experiences of workplace-based learning. Very few studies (n= 6) investigated the impacts of workplace-based learning (using quantitative measurements of change in student attitudes, knowledge or skill). There were no studies that measured impacts on organisational practice or patient/client outcomes. The highest number of studies focused on nursing students in workplace- based learning (n = 52) and there were relatively fewer studies examining students in medicine (n = 13), dentistry (n = 11) and midwifery (n = 10). Studies of workplace-based learning for students of the allied health professions were also limited in number (e.g. four physiotherapy studies). Eighteen studies focused on workplace-based learning in an inter-professional context. The majority of studies used qualitative data collected using questionnaires and interviews. What are the conclusions? This is the first report, to our knowledge, that systematically identifies and characterises empirical research literature from the UK on workplace-based learning for undergraduate and pre-registration students across multiple healthcare professions and settings. Based on the findings above, strategies for future research should include: Further research in the field of workplace-based learning for undergraduate and pre-registration healthcare professionals; More research that can measure the impact of workplace-based learning (using quantitative, independent outcome measures); In-depth systematic reviews of student or educator views of workplace-based learning in the healthcare professions; More research on workplace-based learning for healthcare professions other than nursing. How did we get these results? This project undertook a rapid systematic map. This approach employs systematic and transparent methods to describe the research field. The map included two main stages: A focused search and screening process to identify relevant literature. Two electronic databases and a selection of websites were searched for studies. A set of inclusion/exclusion criteria were developed in collaboration with the advisory group and used to screen potentially relevant reports. Descriptive narrative mapping of a subset of the relevant studies. A coding tool was developed and applied to all UK studies. This described key elements of the research: the healthcare students participating in the study, the nature of the workplace-based learning, the study methods and the type of findings. As in other systematic maps the actual research findings of individual studies are not reported

Caught in the Middle: Empowerment in Middle Managers

Citation: Doty, N. (2017) Caught in the Middle: Empowerment in Middle Managers. Unpublished manuscript, Kansas State University, Manhattan, KS.Kirmser Undergraduate Research Award - Individual Non-Freshman Category, grand prizePrevious studies on the topic of middle management focus on how these specific managers drive the organizations they are a part of, how they motivate their subordinates to work effectively and efficiently, how middle managers create excitement, and how their leadership style helps their followers find purpose in their work. And yet, little is done to flesh out how these strong MMs are created, what motivates them, and how they succeed in their position (Kominis & Emmanuel, 2007). These MMs are the “basis of strategic renewal” in bettering an ever-changing organizational environment and, conversely, can even “sabotage implementation efforts” in the changing strategy of the workplace (Mantere, 2008, p. 294). This paper aims to discover what factors influence the empowerment of middle managers for the purpose of better understanding and development of MMs in organizational and workplace structures. Motivation is the influence on a person’s “direction, vigor and persistence of action” (Rajhans, 2012, p. 82). The current literature on the subjects of management, motivation, and work performance focus on the topics of role expectations, and empowerment, and are typically viewed through the theoretical lenses of structural empowerment and psychological empowerment, which are outlined below

The relationship between workplace behaviour policies and experiences of workplace bullying

This item is only available electronically.Workplace bullying is a global phenomenon, associated with significant negative individual and organisational consequences. Workplace behaviour policies represent a commonly promoted prevention and intervention method. However, research examining the relationship between workplace behaviour policies and bullying experiences is limited. Accordingly, this systematic review examined available research in this area, identifying what is known, what remains unknown and the requirements surrounding future research. Results revealed that studies which have attempted to explore the relationship are marked by limitations, significantly restricting their implications. Ultimately, it is unclear whether the presence of a workplace behaviour policy reduces the experience of workplace bullying. The implications of these results are discussed and directions for future research are outlined.Thesis (M.Psych(Organisational & Human Factors))-- University of Adelaide, School of Psychology, 201

Playing at Work: Creating a Physically Creative Training Center

This project explores the idea of fostering creativity in the physical work environment through the use of a training center. The training center would be a place where employees and management of an organization could learn about the Creative Problem Solving process using elements such as play, incubation, and an individual’s interaction with their physical surroundings. Once the physical requirements of what makes a creative environment are learned in the training center, the techniques could then be applied to the workplace in order to encourage a more productive and positive atmosphere. The research and different studies in this paper help to illustrate what makes a workplace creative, what the benefits of a creative workplace are, and how a training center could teach organizations how to implement a creative environment

Workplace Education Programs in Small- and Medium-Sized Michigan Firms

This paper presents a systematic, baseline picture of workplace education programs in small and medium-sized businesses (less than 500 employees) in Michigan. Specifically, it addresses why some firms are offering and other firms are not offering workplace education programs, what are the characteristics of the programs being provided, and what are the impacts of these programs on firms and employees. The paper draws upon two data sources. Case studies of 28 Michigan businesses were undertaken between May 1991 and July 1992 and a combination mail/telephone survey of small businesses in Michigan was conducted in early 1992. The paper finds that a significant share of the employed population, perhaps 25 to 40 percent of hourly workers, have basic skills difficulties that are reported to impair their productivity. Yet very few of the workers have an opportunity to receive education in basic skills through their workplace

My Virtual Colleague: A State-of-the-Art Analysis of Conversational Agents for the Workplace

Conversational interfaces at the workplace are not a new idea, but it is only the recent technological advancements that turned what was once a vision into near-future reality. Improved reliability and accuracy enable conversational systems to be used in higher stake environments, such as the workplace. In this work, we perform a literature review on concepts proposed to incorporate Conversational Agents (CA) into the workplace. We found 29 workplace CAs designed for workers that contribute to eight different application domains. Based on the studies of these CAs, we compiled a list of aspects to be considered when designing such CAs and identified starting points for further research

How digital equity and workplace learning influence acceptance of a knowledge sharing technology in the higher education workplace

How organizations share knowledge is very important. Research has shown that organizations are implementing knowledge sharing technologies, but employees are not using them. This study used an extended Unified Theory of Acceptance and Use of Technology (UTAUT) model to explain to what extent and under what conditions employees accept and use a knowledge sharing technology, Microsoft SharePoint (SharePoint), in the higher education workplace. In an effort to understand the complexities of employee acceptance and use of technology in the higher education workplace two additional moderators were incorporated into the context of UTAUT – digital equity (i.e., individual level) and workplace learning climate (i.e., organizational level) factors. The rollout of SharePoint as a knowledge sharing technology at the University of Illinois provided the opportunity for this study. Using a mixed-methods approach, data was collected from 390 survey respondents and 18 focus group participants from three campuses at the University of Illinois. Using multiple regression analysis, this data was examined to answer three research questions: To what extent and under what conditions do digital equity factors influence predictors (i.e., performance expectancy, effort expectancy, and social influence) of intent to use a knowledge sharing technology (SharePoint) in the higher education workplace? To what extent and under what conditions does workplace learning climate affect predictors (i.e., performance expectancy, effort expectancy, and social influence) of intent to use a knowledge sharing technology (SharePoint) in the higher education workplace? Which moderator (digital equity factors or workplace learning factors) would better influence the use of a knowledge sharing technology (SharePoint) in the higher education workplace? The results suggested that gender, job position, and workplace learning climate factors influenced employees’ acceptance and use of a knowledge sharing technology in the higher education workplace. Specifically as moderators to effort expectancy and social influence. Focus group participant responses provided a more in-depth understanding of these quantitative data results. These results provided contributions to both research and practice. With digital equity in the workplace being primarily overlooked in the literature, this study attempts to fill in this gap and provide a quantitative as well as contextual analysis of how factors of digital equity impact technology acceptance and use in the workplace. Likewise, the interaction between individual and organizational-level factors and technology acceptance and use provides a framework that researchers can use for future studies. Employers wanting to implement a knowledge sharing technology in their organization can benefit from the results in this study. Specifically the challenges and benefits noted by focus group participants are invaluable insights into a successful implementation of SharePoint

Religiosity, ethics and the spirit of capitalism in HRM

This chapter contributes to the debate on the extent to which religion and religiosity have had any effects on the management of people and employee relations in Asian countries and in particular in East Asia where there has been a revival of religious beliefs after many years of suppression on religious practices. The author observed that studies on the relationship between religious beliefs, organizational behavior, managerial practices and organizational outcomes are very limited and much of the debate over the rise of religiosity and spirituality as a form of personal identity has focused on the effects of religion at the national rather than the organizational and workplace level, and has been concerned with the negative aspects of religious extremism rather than on the positive implications of religious enlightenment on work and employee relations. This chapter addresses this imbalance and argues that the gap is still wider between the theory or what religious teachings promote and the reality or how people are managed in the workplace. The author provides emerging evidence that suggests that Asian ethical work behavior inspired by non-religious beliefs has had significant impact on HRM despite the spread of capitalism and the rise of religiosity, and calls for more empirical research on the topic to deepen our understanding

Building Bridges Over Troubled Waters: A Phenomenological Study of Post-9/11 Guard and Reserve Military Veterans Transitioning to the Civilian Workplace

ABSTRACT BUILDING BRIDGES OVER TROUBLED WATERS: A PHENOMENOLOGICAL STUDY OF POST-9/11 NATIONAL GUARD AND RESERVE MILITARY VETERANS TRANSITIONING TO THE CIVILIAN WORKPLACE by Jean Marie Pyzyk The University of Wisconsin-Milwaukee, 2017 Under the Supervision of Professor Barbara Bales, Ph.D. This qualitative, phenomenological study examined the lived experiences of 25 National Guard members and reservists representing the United States Air Force, Army, Navy and Marine Corps returning to civilian careers following a post-9/11 deployment to Iraq or Afghanistan. The research question asked: What are the lived experiences of post-9/11National Guard and Reserve military veterans as they transition back to the civilian workplace? The literature review revealed numerous studies focused on active duty military personnel transitioning out of the military and seeking civilian employment, but few studies were found regarding National Guard members and reservists serving in a post-9/11 deployment for over 90 days and returning to their civilian jobs — citizen soldiers. The transition experiences of these members are the focus in this study. Interview questions were designed based on Schlossberg’s 4-S model and Bridges’s transition theory. Six themes emerged from the analysis of this data offering insights on the experiences of these citizen-soldiers: (1) Getting to the core of what matters most and what is valued, (2) adjusting to the civilian workplace, (3) united in education: insider perspectives on Department of Defense workshops, (4) to have, or not to have, transition support, (5) wrestling with a new normal, and (6) transferring military skills to the civilian workplace: hiring our heroes. Recommendations for future research are to examine the curriculum and design of Department of Defense transition workshops, continuing and adult education for recruiting and retaining military veterans in the civilian workplace, and adult leadership programs for military-connected college students

Adaptability in the digital workplace

Technologically-mediated changes in the workplace are rapidly shifting how individuals and teams conduct their work in the knowledge economy. In recent years, the devastating COVID-19 pandemic has further fueled these workplace trends, pivoting the brick-and-mortar office increasingly into the digital realm. Now, more workers than ever before are engaging in work digitally (Richter, 2020). Recent studies are just beginning to grapple with what this digital workplace means for workers’ well-being and collaborative team work (Faraj, Renno, & Bhardwaj, 2021). While existing research shows that the digitalization of work can enhance workers’ well-being by providing flexibility, it is also seen as a double-edged sword as it may increase pressure for workers to cope with greater levels of stress and uncertainty