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What Destroys Joy
Published in Eve Shapiro, Joy in Medicine?, 2020
On an organizational level—and this happens in many, many organizations and certainly happened in my organization—there is little to no sense of how to learn from errors/unplanned outcomes. My organization had no interest in truly learning: favorable data, yes; true organizational learning, no. I have limited confidence in organizational learning because for organizational learning to take place there needs to be an environment—that is, an intentional and consistent set of conditions throughout the organization—where individuals feel safe in being vulnerable, in being human. And we don’t promote vulnerability in healthcare. In all my years in healthcare, it was never okay for professionals to be vulnerable. I felt this in every organization in which I worked. The organizational leaders were most concerned about getting the work done. Period.
Self-management
Published in Claudio F. Donner, Nicolino Ambrosino, Roger S. Goldstein, Pulmonary Rehabilitation, 2020
Jean Bourbeau, Tanja W. Effing
To be able to provide self-management support, healthcare professionals need to change their clinical behaviour from medical experts to coaches (42). This process is very complex and requires paying attention to skills and attitudes as well as contextual factors (43). For this, healthcare professionals need to move through similar steps as patients in their learning process, including (i) a self-appraisal of knowledge and skills for teaching, (ii) development of personal learning objectives, (iii) completion of training targeted at meeting those learning objectives, and (iv) assessment of competency for teaching (3). It is also useful to focus on organizational learning to increase an organization's capacity to change work routines in a collaborative process (43). Practitioners may not have sufficient time, resources, appropriate skills or confidence to provide effective self-management support, particularly in regard to patients’ psychosocial needs (3).
Learning Organization for Professional Development
Published in Ira Nurmala, Yashwant V. Pathak, Advancing Professional Development through CPE in Public Health, 2019
Ira Nurmala, Yashwant V. Pathak
Learning organizations are sometimes intertwined with organizational learning. Both are similar but also different in the usage of the term. Denton (1998) described the difference between these two terms. According to Denton (1998), a learning organization is “an organization that practices organizational learning” and organizational learning is “the distinctive organizational behavior that is practiced in a learning organization” (p. 3). According to Dixon (1999), organizational learning results from intentional and planned efforts to learn and it may occur accidentally. However, organizations cannot afford to rely on learning through chance. Organizational learning takes place through learning and interaction between individuals in the organization. According to Probst (1997), “the individual processes and outcomes in the organization are prerequisites for organizational learning and form an important basis for it” (p. 17). Therefore, organizational learning is always unique to an institution with its own capabilities and characteristics.
The safety programme as a tool of improvement for safety culture in the workplace: an exploratory follow-up study from the Danish offshore oil and gas sector
Published in International Journal of Occupational Safety and Ergonomics, 2022
Hanna Barbara Rasmussen, Dewan Ahsan
One of the important issues to have in mind when introducing a new programme is that changing organizational culture is a slow process, and the recognition of the existing culture plays a crucial role. It is important to explore what the opportunities are to change it, and who should be involved [17,22]. Lund and Aarø [8] have found that the most effective change is a mixture of structural changes and training based on a behavioural approach. Another important element in the implementation of a new programme is the maintenance of it and building a strategy to increase organizational learning, i.e., how the organization learns from its experience to be able to build a safer future. Learning is the most challenging issue for many organizations and, according to several studies, sharing knowledge in the whole organization plays a crucial role in obtaining organizational learning [40–42], but also the organizational context in which learning takes place is an important factor [42].
Ranking and comparing occupational health and safety system performance indicators in hospitals by the analytic hierarchy process
Published in International Journal of Occupational Safety and Ergonomics, 2022
There is a positive correlation between safety management and any kind of performance measure [11]. Organizational learning is an organization-wide continuous process to improve the ability of an organization to respond to changes collectively based on suggestion schemes, lessons learned in systems and investigation reports [4]. Experts give high importance to OHS training groups while staff give the highest mean to working according to OHS group, showing that just giving training is not enough and working according to OHS in reality is more important. The current dilemma ‘working on paper but not applying OHS in reality’ is questioned since many staff do not apply OHS applications while working, as many healthcare staff ignore using facemasks or gloves due to not being comfortable throughout working. Hence, strict controls and penalties are to be applied in hospitals for improving safety management while many OHS experts in hospitals think that they cannot be a deterrent to OHS practice on staff. Having high consciousness and awareness is another high-priority criteria according to both experts and staff; staff have to obey OHS rules more seriously. Staff at private hospitals can be dismissed easily but staff at government hospitals have mainly permanent contracts and it is expected that they could be discharged if they do not obey OHS rules over time for improving the OHS system.
Ranking of hospitals: A new approach comparing organizational learning criteria
Published in International Journal of Healthcare Management, 2021
Abdollah Babaeinesami, Peiman Ghasemi
Organizational learning (OL) factors are the learning elements that their results show the depth and expansion of learning and help in better understanding of the learning process in the hospital. Lähteenmäki et al. [26] collected three factors according to the first section of learning and the second section for organizational evaluation. When there is a difference between the results and the expectations and ideologies, the single loop learning is created and this difference causes the change in strategy. When there is a change both in strategy and in ideologies, we can say that the double-loop learning occurs. These three elements are building the ability to learn, the collaborative setting of missions and strategies, and building the future together. In the following (Table 1), a criterion is considered for each element.