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Resistance: Part II
Published in Alan Bleakley, Medical Education, Politics and Social Justice, 2020
Michael West (West et al. 2014) is the leading figure in the UK in theory and practice of team behaviour, bringing an organizational psychology mindset to healthcare practice. Through his work with the King’s Fund, a health charity and independent think tank that feeds into NHS England, West has influenced authors such as Beccy Baird and colleagues (Baird et al. 2020) on “How to build effective teams in general practice”. This approach begins with reducing a “team” to a noun, a thing, thus again reifying “team”. As team becomes object, so team members are in danger of being objectified, treated as parts of the machinery of the team (as mentioned above). In this model, a “team” is built of individuals and is judged by how well it manipulates or controls the environment through dictated practices. For example, there is great emphasis currently on building “resilience” into team members under unusual conditions of stress produced during the coronavirus crisis.
Prosocial Practices, Positive Identity, and Flourishing at Work
Published in Cary L. Cooper, Psychological Insights for Understanding COVID-19 and Work, 2020
Jane E. Dutton, Laura Morgan Roberts, Jeff Bednar
We build the core arguments of our chapter in four sequential steps. First, we introduce the idea of positive work-related identities (Dutton, Roberts, & Bednar, 2010; Roberts & Dutton, 2009). Next, we review research suggesting that positive work-related identities are linked to various indicators of flourishing. We note at the outset that few of these studies establish truly causal effects, so additional empirical research is required to validate these links. We then focus on a category of organizational practices—prosocial practices—that seem to have a potent effect on the way employees construct their identities at work. Finally, we outline a research agenda for positive organizational psychology to contribute to society through increasing our understanding of how organizational practices affect employees’ identities and their ability to flourish at work.
Culture and Organizational Differences
Published in Walter J. Lonner, Dale L. Dinnel, Deborah K. Forgays, Susanna A. Hayes, Merging Past, Present, and Future in Cross-Cultural Psychology, 2020
Pieter J.D. Drenth, Deanne N. Den Hartog
The previous discussion has brought us to the core theme of this paper: culture and organizational differences. It is also one of the central topics of cross cultural organizational psychology. Cross cultural organizational psychology is concerned with two basic questions: First, do organizations located in different countries differ with respect to organizational characteristics, behavior of members or the interrelationship between these two? Second, can these differences be explained in terms of culture?
Learning from clinical supervision – a qualitative study of undergraduate medical students’ experiences
Published in Medical Education Online, 2022
Cathinka Thyness, Aslak Steinsbekk, Hilde Grimstad
Feeling safe or unsafe with supervisors, patients and peers was a re-occurring theme in participants stories of what affected their learning during clinical supervision. Participants often remained quiet out of fear of being in the way or appearing incompetent or stupid. When they felt safe, on the other hand, participants took initiative to participate and asked questions. Our participants’ descriptions of feeling safe with others bears resemblance with the concept of psychological safety. Psychological safety was initially conceptualised within the field of organisational psychology [19]. Kahn described psychological safety as ‘feeling able to show and employ one’s self without fear of negative consequences to self-image, status, or career’ [20]. Reviews on psychological safety seem to support our participants’ experience that their perception of safety mediates the effect of external factors on learning [21,22].
Child, parent, and clinician experiences with a child-driven goal setting approach in paediatric rehabilitation
Published in Disability and Rehabilitation, 2022
Lesley Pritchard, Shanon Phelan, Ashley McKillop, John Andersen
Perhaps the most prominent finding in this study was the link therapists, children, and parents made between child-identified goals and increased motivation to participate in therapy. Autonomy is a key precursor to motivation as identified in self-determination theory [40], a prominent meta-theory of human motivation and personality. While self-determination theory has been evaluated widely, and has been applied in adult rehabilitation, application to paediatric rehabilitation has been limited. This study and work by others [14,41] suggest that enhancing motivation through engagement in goal setting should be considered to a greater extent in paediatric rehabilitation. Numerous studies in organizational psychology indicate that workplace performance is improved with specific, difficult goals. Interestingly, in these contexts, performance does not differ between self-identified goals or goals established by someone else; as long as the goal is perceived as personally important [42]. Similar research is needed in the paediatric rehabilitation context to inform therapists' goal setting practices. We are in the process of conducting a multi-site, cluster, randomized controlled trial to evaluate the effectiveness of ENGAGE for improving paediatric rehabilitation outcomes.
“The forgotten session”: Advancing research and practice concerning the psychology of rest in athletes
Published in Journal of Applied Sport Psychology, 2022
David W. Eccles, Yannick Balk, Thomas W. Gretton, Nate Harris
Research is also needed to understand how athletes achieve rest in the form of psychological detachment. Lacking research in this area, researchers have offered recommendations for detachment based on lay theories. For example, Balk et al. (2017b) recommended that coaches aid their athletes’ efforts to detach by timetabling breaks in training schedules. Future research should be aimed at empirically identifying the psychological mechanisms underlying, and the environmental conditions affording, effective detachment. Insights into this issue might be found in organizational psychology. For example, Smit (2015) proposed that understanding how detachment occurs depends on first identifying what individuals are failing to detach from. He provides evidence that individuals have particular difficulty detaching after work from incomplete (vs. completed) high-valence work goals; an example in sport would include an athlete who fails to execute a new play during training that day. Smit explains these findings with reference to self-regulatory theories (Forster et al., 2005) that assert that, while fulfilled goals are inhibited from consciousness, unfulfilled goals remain accessible in consciousness, which reduces detachment. Smit provides evidence that creating plans at the end of the day about how to resolve these incomplete goals can enhance workers’ ability to psychologically detach; returning to the example above, the athlete could prepare a plan of how to better practice the new play during her next training session.