| 1. |
|
|
| 2. |
- Bergman, D., et al.
(författare)
-
Leader personality and 360-degree assessments of leader behavior
- 2014
-
Ingår i: Scandinavian Journal of Psychology. - : Blackwell Publishing Ltd. - 0036-5564 .- 1467-9450. ; 55:4, s. 389-397
-
Tidskriftsartikel (refereegranskat)abstract
- To investigate the relationship between personality and multi-source feedback, we assessed 190 health care managers by applying the Understanding Personal Potential personality test, which provides comprehensive measurement of the Big Five dimensions and eight narrower personality traits. Managers' leadership behaviors were assessed by colleagues, supervisors, a random sample of each manager's subordinates as well as the managers themselves using a 360-degree change, production, employee (CPE) instrument. Hierarchical multivariate regression analysis showed that the Big Five variables were significantly related to the Managers' leadership behavior in all CPE dimensions. Also, addition of narrow personality variables to the Big Five increased explained variance in leadership behavior. This study is the first of its kind to include the full range of viewpoints in a 360-degree instrument, along with a large number of subordinate assessments. We found that both the strength of the relationship between personality and behavior and the configuration of different predictors varied depending on who did the rating and what leadership orientation was investigated, and this observation merits further investigation.
|
|
| 3. |
- Frykman, M., et al.
(författare)
-
Functions of behavior change interventions when implementing multi-professional teamwork at an emergency department : A comparative case study
- 2014
-
Ingår i: BMC Health Services Research. - : BioMed Central Ltd.. - 1472-6963. ; 14:1
-
Tidskriftsartikel (refereegranskat)abstract
- While there is strong support for the benefits of working in multi-professional teams in health care, the implementation of multi-professional teamwork is reported to be complex and challenging. Implementation strategies combining multiple behavior change interventions are recommended, but the understanding of how and why the behavior change interventions influence staff behavior is limited. There is a lack of studies focusing on the functions of different behavior change interventions and the mechanisms driving behavior change. In this study, applied behavior analysis is used to analyze the function and impact of different behavior change interventions when implementing multi-professional teamwork. Methods. A comparative case study design was applied. Two sections of an emergency department implemented multi-professional teamwork involving changes in work processes, aimed at increasing inter-professional collaboration. Behavior change interventions and staff behavior change were studied using observations, interviews and document analysis. Using a hybrid thematic analysis, the behavior change interventions were categorized according to the DCOM® model. The functions of the behavior change interventions were then analyzed using applied behavior analysis. Results: The two sections used different behavior change interventions, resulting in a large difference in the degree of staff behavior change. The successful section enabled staff performance of teamwork behaviors with a strategy based on ongoing problem-solving and frequent clarification of directions. Managerial feedback initially played an important role in motivating teamwork behaviors. Gradually, as staff started to experience positive outcomes of the intervention, motivation for teamwork behaviors was replaced by positive task-generated feedback. Conclusions: The functional perspective of applied behavior analysis offers insight into the behavioral mechanisms that describe how and why behavior change interventions influence staff behavior. The analysis demonstrates how enabling behavior change interventions, managerial feedback and task-related feedback interact in their influence on behavior and have complementary functions during different stages of implementation.
|
|
| 4. |
|
|
| 5. |
- Hasson, Henna, et al.
(författare)
-
Comparing employees and managers' perception of organizational learning, health, and work performance
- 2013
-
Ingår i: Advances in Developing Human Resources. - : Sage Publications. - 1523-4223 .- 1552-3055. ; 15:2, s. 163-176
-
Tidskriftsartikel (refereegranskat)abstract
- The Problem Disagreement between subordinates and their managers’ perceptions of organizational climate and support has been related to less efficient work performance and worse organizational outcomes. Possible consequences of disagreement between managers’ and subordinates’ ratings of organizational learning are currently not known. Little is also known about how the level of agreement between the two ratings relates to employees’ performance and well-being at work.The Solution The study was conducted in an industrial company in Sweden. First-line managers’ and their subordinates’ responses to the Dimensions of the Learning Organization Questionnaire (DLOQ) were evaluated along with employees’ ratings of their work performance and health.The Stakeholders Key stakeholders include leaders responsible for group- and organization-level learning activitities and employees’ well-being and work performance. In addition, representatives from human development departments will find this study to be of interest.
|
|
| 6. |
- Hasson, Henna, et al.
(författare)
-
Managing Implementation Roles of Line Managers, Senior Managers, and Human Resource Professionals in an Occupational Health Intervention
- 2014
-
Ingår i: Journal of Occupational and Environmental Medicine. - Philadelphia : Lippincott Williams & Wilkins. - 1076-2752 .- 1536-5948. ; 56:1, s. 58-65
-
Tidskriftsartikel (refereegranskat)abstract
- Objective: To contrast line managers', senior managers', and (human resource) HR professionals' descriptions of their roles, tasks, and possibilities to perform them during the implementation of an occupational health intervention. Methods: Interviews with line managers (n = 13), senior managers (n = 7), and HR professionals (n = 9) 6 months after initiation of an occupational health intervention at nine organizations. Results: The groups' roles were described coherently, except for the HR professionals. These roles were seldom performed in practice, and two main reasons appeared: use of individuals' engagement rather than an implementation strategy, and lack of integration of the intervention with other stakeholders and organizational processes. Conclusions: Evaluation of stakeholders' perceptions of each other's and their own roles is important, especially concerning HR professionals. Clear role descriptions and implementation strategies, and aligning an intervention to organizational processes, are crucial for efficient intervention management.
|
|
| 7. |
- Savage, C., et al.
(författare)
-
Turning the tables : When the student teaches the professional - A case description of an innovative teaching approach as told by the students
- 2011
-
Ingår i: Nurse Education Today. - : Elsevier BV. - 0260-6917 .- 1532-2793. ; 31:8, s. 803-808
-
Tidskriftsartikel (refereegranskat)abstract
- Background: Is it possible to increase the value, meaningfulness, and relevance of a course experience by integrating it with the healthcare context? Students and teachers from a course on organization, learning and leadership sought to explore this possibility through a collaborative effort with nurses from an affiliated teaching hospital. Methods: Working as teachers, students created continuing nursing education (CNE) courses using the Adaptive Reflection process. The students and teachers then researched the experience in terms of: 1) content analysis of student self-reflections (discussion notes and logbooks) on the learning process, 2) a student self-assessed outcome achievement survey, and 3) perceived relevance of the CNE courses by the clinical nurse educators. Results: Thirteen nursing students created three CNE courses together with sixteen nurses. Each course consisted of multiple 20-minute long web-based modules with automatic formative feedback. In the process, students exceeded course outcome-levels, journeyed from chaos to confidence and experienced new ways of viewing the group and their own capabilities. Conclusions: The innovative design of the course moved the focus from student-centered learning to learning by contributing to health care. Working in a real world context, the content of the students' efforts and the skills they developed not only met course requirements, but were also aligned with the needs of the wards. This contribution was valued by the students and the RNs which enhanced students' feelings of self-confidence. Further research lies in testing the model in other contexts.
|
|
| 8. |
- Ulhassan, W., et al.
(författare)
-
Antecedents and characteristics of lean thinking implementation in a swedish hospital : A case study
- 2013
-
Ingår i: Quality Management in Health Care. - 1063-8628 .- 1550-5154. ; 22:1, s. 48-61
-
Tidskriftsartikel (refereegranskat)abstract
- Despite the reported success of Lean in health care settings, it is unclear why and how organizations adopt Lean and how Lean transforms work design and, in turn, affects employees' work. This study investigated a cardiology department's journey to adopt and adapt Lean. The investigation was focused on the rationale and evolution of the Lean adoption to illuminate how a department with a long quality improvement history arrived at the decision to introduce Lean, and how Lean influenced employees' daily work. This is an explanatory single case study based on semistructured interviews, nonparticipant observations, and document studies. Guided by a Lean model, we undertook manifest content analysis of the data. We found that previous improvement efforts may facilitate the introduction of Lean but may be less important when forecasting whether Lean will be sustained over time. Contextual factors seemed to influence both what Lean tools were implemented and how well the changes were sustained. For example, adoption of Lean varied with the degree to which staff saw a need for change. Work redesign and teamwork were found helpful to improve patient care whereas problem solving was found helpful in keeping the staff engaged and sustaining the results over time.
|
|
