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Developmental intervention, learning climate and use of knowledge in elderly care
Umeå University, Faculty of Social Sciences, Department of Psychology.
Umeå University, Faculty of Social Sciences, Department of Psychology.
Umeå University, Faculty of Social Sciences, Department of Psychology.
2012 (English)In: Journal of Workplace Learning, ISSN 1366-5626, E-ISSN 1758-7859, Vol. 24, no 1, 19-33 p.Article in journal (Refereed) Published
Abstract [en]

Purpose – The purpose of this paper is to examine the learning climate in elderly care, its potential improvements after the “Steps for skills”, and its influence on knowledge from formal training. The assumptions were: the different activities of the Steps for skills should enhance the perceived learning climate; differences in working conditions in home help and residential homes should influence the perceived learning climate and its improvements; and changes in the perception of the learning climate should bring changes in the perceived usefulness of new knowledge.

Design/methodology/approach – The study is a case study carried out in the public elderly care in Sweden, and used a repeated measurements design. A total of 270 nursing assistants answered a questionnaire at Time I, and 174 at Time II.

Findings – Results show no improvements of the learning climate for the full sample. When contrasting the learning climate in home help services and in residential homes significant differences are found, and also a tendency for their learning climate to change in opposite directions. The perception of the learning climate seems to influence the perceived usefulness of new knowledge.

Research limitations/implications – The sample was from one single organization.

Practical implications – Developmental interventions should take in to consideration that context matters, and that the perceived learning climate influences the use of new knowledge.

Originality/value – In this study, a 15-items learning climate scale (LCS) is presented. Another contribution is identifying working condition failure as a potential explanation to why interventions usually do not result in expected changes.

Place, publisher, year, edition, pages
Emerald Group Publishing Limited, 2012. Vol. 24, no 1, 19-33 p.
Keyword [en]
Sweden, Elder care, Learning organizations, Carers, Developmental intervention
National Category
Psychology
Research subject
Psychology
Identifiers
URN: urn:nbn:se:umu:diva-50680DOI: 10.1108/13665621211191087OAI: oai:DiVA.org:umu-50680DiVA: diva2:467291
Available from: 2011-12-19 Created: 2011-12-19 Last updated: 2017-12-08Bibliographically approved
In thesis
1. Intervening with care: creating new infrastructures for learning and increasing quality of elderly care
Open this publication in new window or tab >>Intervening with care: creating new infrastructures for learning and increasing quality of elderly care
2013 (English)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[sv]
Intervention med omsorg : i syfte att skapa nya infrastrukturer för lärande och öka äldreomsorgens kvalitet
Abstract [en]

Substantial changes in public elderly care in Sweden have been resulting in a standing need of updating staff competence to match the new demands and maintain quality. Since the ability to learn is of importance when confronting changing conditions, organizations in general, as well as the authorities responsible for elderly care, invest large amounts of resources in learning in the workplace. However, the success of such investments depends on the interactions among numerous individual and organizational factors.

This thesis has aimed at increasing our understanding of the process and consequences of the learning intervention Steps for Skills in the context of elderly care, by addressing three specific research aims. The first aim focused on the psychosocial environment as a precondition for learning. The perceived learning climate was addressed in Study 1, and correlations were found between leaders’ and employees’ perceived learning climate and, to some extent, between employees’ perceived learning climate and work group skills.

The second aim focused on the consequences of the intervention for employees in terms of their psychosocial environment and the building of new infrastructures for learning. Changes in perceived learning climate and their relation to the transfer of knowledge were addressed in Study 2. It was found that the intervention had influenced the perceived learning climate differently for different groups. In addition, the use of the new knowledge depended on the learning climate. The consequences for employees were also addressed in Study 3 by examining the relation between process and outcome. Results showed that although the same method was used, the content of the improvement work differed, influencing employees’ perceptions of the learning climate, resource adequacy and workload differently.

The third research aim focused on the consequences of the intervention for elderly by addressing elderly care quality, conceived as autonomy-support. The results from Study 4 identified too many constraining interactions for elderly care to be described as an autonomy-supportive. It is concluded that general quality improvement work does not guarantee increased autonomy-support. All in all, these results show that context and process matter, and also provide information concerning quality improvement through learning interventions.

Place, publisher, year, edition, pages
Umeå: Umeå universitet, 2013. 69 p.
Keyword
learning intervention, learning climate, skills, knowledge, resource adequacy, workload, quality improvement, autonomy-support, elderly care, Sweden
National Category
Psychology (excluding Applied Psychology)
Research subject
Psychology
Identifiers
urn:nbn:se:umu:diva-68031 (URN)978-91-7459-604-5 (ISBN)978-91-7459-603-8 (ISBN)
Public defence
2013-05-03, bt102, Beteendevetarhuset, Umeå universitet, Umeå, 10:00 (Swedish)
Opponent
Supervisors
Projects
Lärande och kunskap i äldreomsorg
Available from: 2013-04-12 Created: 2013-04-10 Last updated: 2013-04-12Bibliographically approved

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