D. Christopher Kayes
Bio: D. Christopher Kayes is an academic researcher. The author has contributed to research in topics: Educational technology. The author has an hindex of 1, co-authored 1 publications receiving 32 citations.
Topics: Educational technology
16 Apr 2015
TL;DR: There remains a need for greater use of behaviour change and organisational psychology theory to improve design, adaptation and evaluation of the collaborative quality improvement approach and to test its effectiveness.
Abstract: Quality improvement collaboratives are widely used to improve health care in both high-income and low and middle-income settings. Teams from multiple health facilities share learning on a given topic and apply a structured cycle of change testing. Previous systematic reviews reported positive effects on target outcomes, but the role of context and mechanism of change is underexplored. This realist-inspired systematic review aims to analyse contextual factors influencing intended outcomes and to identify how quality improvement collaboratives may result in improved adherence to evidence-based practices. We built an initial conceptual framework to drive our enquiry, focusing on three context domains: health facility setting; project-specific factors; wider organisational and external factors; and two further domains pertaining to mechanisms: intra-organisational and inter-organisational changes. We systematically searched five databases and grey literature for publications relating to quality improvement collaboratives in a healthcare setting and containing data on context or mechanisms. We analysed and reported findings thematically and refined the programme theory. We screened 962 abstracts of which 88 met the inclusion criteria, and we retained 32 for analysis. Adequacy and appropriateness of external support, functionality of quality improvement teams, leadership characteristics and alignment with national systems and priorities may influence outcomes of quality improvement collaboratives, but the strength and quality of the evidence is weak. Participation in quality improvement collaborative activities may improve health professionals’ knowledge, problem-solving skills and attitude; teamwork; shared leadership and habits for improvement. Interaction across quality improvement teams may generate normative pressure and opportunities for capacity building and peer recognition. Our review offers a novel programme theory to unpack the complexity of quality improvement collaboratives by exploring the relationship between context, mechanisms and outcomes. There remains a need for greater use of behaviour change and organisational psychology theory to improve design, adaptation and evaluation of the collaborative quality improvement approach and to test its effectiveness. Further research is needed to determine whether certain contextual factors related to capacity should be a precondition to the quality improvement collaborative approach and to test the emerging programme theory using rigorous research designs.
01 Jan 2013
TL;DR: In this paper, the authors used a correlational design using survey questionnaires administered to 220 respondents to determine whether employees' employability skills correlate with task performance and found that skills possessed and mastered by employees may affect their job performance level.
Abstract: Today’s employers highlight the workforce skills needed to thrive in this technological advancement era. The skills possessed and mastered by employees may affect their job performance level. The present research determined whether employees’ employability skills correlate with task performance. It utilized a correlational design using survey questionnaires administered to 220 respondents. Descriptive data showed that fundamental, personal management and teamwork skills were highly preferred by employers and sufficiently acquired by employees. Positive attitudes and behaviors emerged as topmost preferred and acquired skill. Skill competence obtained moderately competent rating. Employers assessed task performance as satisfactory but employees rated task performance (job knowledge and skills, quality of work, quantity of work and cooperation and judgment) as very satisfactory. Inferential analysis revealed that skill acquisition and skill competence had significant positive relationship to task performance. The acquisition and competence on employability skills valued by employers require continuous enhancement to succeed in job performance.
TL;DR: In this paper, the authors introduce a comprehensive, delineated and integrated conceptual model which includes organizational learning capability, innovation and organizational performance (OP), and an empirical investigation is undertaken to test the relationships among the proposed study model variables.
Abstract: The purpose of this paper is to introduce a comprehensive, delineated and integrated conceptual model which includes organizational learning capability, innovation and organizational performance (OP). Then, an empirical investigation is undertaken to test the relationships among the proposed study model variables.,In total, 274 questionnaires were completed and returned. Statistical techniques employed included confirmatory factor analysis to examine the validity of the measurement model, and structural equation modeling to test the hypotheses.,The findings of this study suggest that OLC influences innovation and innovation affects OP. Finally, the results show that OLC affects OP indirectly through innovation (mediator).,Future research should pay more attention to the influence of different mixture (variables) of influences on innovation and also examine other consequences of introducing innovation in organizations. In addition, more empirical papers supporting (or rejecting) the results in different contexts would be welcomed, especially longitudinal studies.,The results of this study help managers to ascertain the managerial practices that can be employed as well as determine the level of effort and resources necessary to enhance OLC. Additionally, managers should shed additional light on the innovation’s positive implications for OP.,This study focuses on the conceptualization of OLC and effects of these capabilities on innovation. It conceptualizes innovation as a multidimensional construct and tests its relationship with OP. Finally, the relationship between learning capability and OP, although implied, needs to be addressed empirically in the research literature, an objective that this study tries to achieve.
TL;DR: The results indicate that transformational leadership can foster a safe climate in work teams and hereby team learning and performance, and safe team climate has positive relationships with knowledge sharing and reflection.
Abstract: AIM The aim was to determine whether there are relationships among transformational leadership, safe team climate, knowledge sharing and reflection, and team performance in nursing and social work teams. BACKGROUND Based on organisational learning theory, we hypothesized that transformational leadership could create a safe team climate that fosters knowledge sharing and reflection in teams and thus influences the performance of teams. METHODS We conducted a cross-sectional study using questionnaires and validated scales to measure transformational leadership, safe team climate, knowledge sharing and reflection, and performance. The sample consisted of 32 teams (N = 32 teams, n = 183 team members). RESULTS We conducted structural equation modelling. The results indicate that reflection positively relates with team performance, transformational leadership has a direct positive relationship with safe team climate, and safe team climate has positive relationships with knowledge sharing and reflection. CONCLUSION Our findings regarding transformational leadership's positive influence on teams in nursing and social work fill an important gap in the literature. The study's limitations are the use of self-reports and a small sample size. IMPLICATIONS FOR NURSING MANAGEMENT Our results indicate that transformational leadership can foster a safe climate in work teams and hereby team learning and performance.
TL;DR: In this paper, the authors used the perspectives of conservation professionals through interviews, a focus group and an online survey to help develop a more comprehensive picture of the role of leaders, and leadership, within the discipline.