Regina H. Mulder

Engagement in learning after errors at work: enabling conditions and types of engagement

This article addresses two research questions concerning nurses’ engagement in social learning activities after errors at work. Firstly, we investigated how this engagement relates to nurses’ interpretations of the error situation and perceptions of a safe team climate. The results indicate that the individual estimation of an error as relevant to learning and the tendency to cover up an error significantly predict nurses’ engagement in social learning activities. Secondly, by applying latent class analysis, we aimed to identify how individuals differ in their interpretations of error situations, their social learning activities after errors and their perceptions of a safe team climate. A reliable four‐class solution was obtained from latent class analyses. Only one class (58.8%) showed a clear orientation towards socially shared reflection and learning from errors. The other classes were characterised by answer profiles that seem incongruent to learning from errors. We discuss implications of these findings for organisational practice as well as for professional and vocational education.

Exploring feedback incidents, their characteristics and the informal learning activities that emanate from them

Purpose – The purpose of this paper is to increase insight in the mechanisms of feedback processes by investigating what kind of feedback characteristics lead to what specific kind of informal learning activities (ILAs). Design/methodology/approach – The 31 persons participated were recruited by the snowball method, and work in education, healthcare or profit sector. They filled out a learning log. The respondents wrote down feedback incidents that occurred and the ILA they carried out in response. A total of 367 feedback incidents led to 913 ILA. Quantitative analyses such as correlations and regression analyses are conducted. Findings – Feedback led to ILA, especially to reflection, and communication with colleagues. There is no pattern found in the relation between outcomes. Timing aspects seem irrelevant for ILA. Feedback consisting of discussing possibilities for personal improvement leads to ILA. Precise, positive and helpful feedback leads to ILA. Research limitations/implications – Because of the ...

Toward a mediation model for nurses’ well-being and psychological distress effects of quality of leadership and social support at work

Abstract Given the lack of active nurses in industrialized countries throughout the world, in combination with demographic changes, it is of utmost importance to protect nurses’ well-being and to prevent psychological distress, because of their strong association with premature occupational leave. The aim of this study was to investigate the effects of quality of leadership and social support at work on well-being and psychological distress of nurses and to determine whether nurses’ overcommitment mediates the relationship between the abovementioned determinants and the outcomes. A cross-sectional survey design was used to gather our data. This study utilized part of the database of the Nurses’ Early Exit Study. A total of 34,771 nurses (covering all nurse qualifications) working in hospitals, nursing homes, and home-care institutions in 8 European countries filled out a questionnaire (response rate = 51.4%). For all model variables (job satisfaction, satisfaction with salary, positive affectivity, personal burnout, negative affectivity, quality of leadership, social support from immediate supervisor, social support from near colleagues, and overcommitment), psychometrically sound, that is, valid and reliable measures were used. Outcomes from testing a structural equation mediation model indicated that, respectively, positive and negative influences of leadership quality and social support from supervisor and colleagues on nurses’ well-being and psychological distress are partially mediated, that is, reduced, by nurses’ overcommitment. Social work environment is highly important in relation to nurses’ well-being and psychological distress.

Conditions for apprentices’ learning activities at work

The aim of this study was to investigate how apprentices’ learning activities at work can be fostered. This is a crucial issue as learning at work enhances apprentices’ competence development and prepares them for professional development on the job. Therefore, we conducted a study with 70 apprentices in the German dual system and examined the role of school–work alignment and work characteristics as facilitators of apprentices’ work-based learning activities. Outcomes of path modelling showed that apprentices’ engagement in enquiring was facilitated by their perception of work orientation at school. Likewise, if apprentices perceived work as complex and providing autonomy and needs support, they more strongly reflected individually on work-related challenges. Finally, as a consequence of perceiving their work as complex, they sought reflective interactions with others. The study, thus, highlights the importance of challenging, empowering and supportive work environments and of alignment between school and work as facilitators of apprentices’ learning activities at work.

The Impact of Team Learning Behaviors on Team Innovative Work Behavior: A Systematic Review

The aim of this review was to get insight into the impact of learning behaviors on innovative behavior in work teams. We addressed this issue by carrying out a systematic literature review. Thirty-one articles that reported studies on learning and innovation development in work teams were included in the review. By integrating the correlational findings of the original studies, we found that, at large, all investigated team learning behaviors had an effect on aspects of team innovative work behavior. Concerning specific team learning behaviors, sharing, team reflection, and team activity had the strongest impact on teams’ engagement in innovation development. A central conclusion is that learning and innovation development are mutually dependent aspects of teamwork and that fostering one aspect will also be beneficial for the other. Based on our findings, we draw practical implications for fostering team development through enhancing learning behaviors and innovative work behavior in teams.

Proactive Employees: The Relationship Between Work-Related Reflection and Innovative Work Behaviour

This chapter addresses the role of work-related reflection as a facilitator of innovative work behaviour. We approached this issue by carrying out a synthesis of findings from one qualitative and three quantitative studies involving samples of vocational education teachers, secondary education teachers, and employees of a production company. In accordance with our synthesis, we suggest that workrelated reflection, including innovation-specific reflection and reflection during daily work, is a powerful driver for proactive behaviours including innovative work behaviour and, thus, for organisational and professional development.

Increasing complexity in vocational education

The criteria for the design of job oriented curricula formulated in this chapter are based on a combination of theories of qualification and instruction. Qualification theories emphasize the importance of preparing students for complex and dynamic work situations with social and strategic cognitive skills as the key elements. Recent developments in instructional theory imply the notion of situated cognition and the relevance of cognitive apprenticeships for learning basic and job oriented skills. On-the-job situations, however, do not turn out to be the most efficient learning environments. Different organizational objectives decrease the learning potential of work situations. One solution might be to go in search of authentic off-the-job learning places.

On Nurses’ Learning from Errors at Work

In this chapter, we aim at synthesizing several of our studies that investigated processes, practices, and conditions of nurses’ learning at work related to the occurrence of errors. Dealing with errors in a learning-oriented way has been subject to intensive debate in health care. Researchers have argued that errors can be important sources of professional learning, if they are analyzed properly, and thereby help reduce the probability of their re-occurrence. The chapter starts with a discussion of nursing as a profession with high demands for continuous learning at work and professional development. In this context, we highlight the potential contribution of learning from errors. Next, we summarize and integrate findings from two expert-interview studies and two surveys, respectively, which investigated typical errors in hospital and elder care nursing as well as available evidence on a model of nurses’ engagement in error-related learning activities. In the conclusion, we offer suggestions on how nurses’ learning from errors may be supported on the individual, interpersonal, and organizational levels. Moreover, we elaborate on consequences for nurses’ initial vocational education and continuing professional development.

Individual and Contextual Factors Influencing Engagement in Learning Activities after Errors at Work: A Replication Study in a German Retail Bank.

Purpose – The purpose of this replication study is to identify relevant individual and contextual factors influencing learning from errors at work and to determine if the predictors for learning activities are the same for the domains of nursing and retail banking. Design/methodology/approach – A cross-sectional replication study was carried out in retail banking departments of a German bank. In a pre-study, interviews were conducted with experts (N = 4) of retail banking. The pre-study was necessary to develop vignettes describing authentic examples of error situations which were part of the questionnaire. The questionnaire was filled out by 178 employees. Findings – Results indicate that the estimation of an error as relevant for learning positively predicts bankers’ engagement in social learning activities. The tendency to cover up an error predicts bankers’ engagement negatively. There are also indirect effects of error strain and the perception of a safe social team climate on the engagement in socia...

Die Lehrperson im Lichte von Professions-, Kompetenz- und Expertiseforschung – die drei Seiten einer Medaille

Was ist eine gute Lehrperson? Wer die Lernenden zum Erfolg fuhrt? Wer mit sich andernden gesellschaftlichen, kulturellen und sozialen Veranderungen im Bildungssystem professionell und mit Leichtigkeit umgeht? Wer viel uber guten Unterricht weis und dieses Wissen flexibel einsetzen und kontextuell adaptieren kann? Wer anerkannte berufliche Qualifikationsprozesse erfolgreich durchlaufen und sich in professionelle Netzwerke problemlos eingeklinkt hat?