“Cascades, torrents &amp; drowning” in information: seeking help in the contemporary general practitioner practice in the UK

Holley, Debbie; Santos, Patrícia; Cook, John; Kerr, Micky

doi:10.1080/10494820.2015.1128206

Cited by 5 publications

(6 citation statements)

References 24 publications

(19 reference statements)

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“…Feedback. Feedback is an essential activity and resource for learning (Holley, Santos, Cook, & Kerr, 2016;Nisbet, Dunn, & Lincoln, 2015). Hoekstra et al (2009) found that peer feedback and reflective dialogue fostered teachers' learning.…”

Section: The Antecedents Of Informal Learning At the Group Levelmentioning

confidence: 99%

“…Participation in a network positively stimulates learning with peers and from outsiders (Doornbos et al, 2008; Schürmann & Beausaert, 2016). Holley et al (2016) found that strong ties to a more capable peer promoted informal learning. Van der Heijden et al (2009) also revealed that participation in internal and external networks was a significant predictor of employability and encompassed a mix of formal and informal learning opportunities.…”

Section: The Antecedents Of Informal Learning In the Workplacementioning

confidence: 99%

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Integrative Literature Review on Informal Learning: Antecedents, Conceptualizations, and Future Directions

Jeong

Han

Liu

et al. 2018

Human Resource Development Review

135

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Despite intense interest in informal learning in the workplace, few attempts have been made to synthesize the current literature. This article provides an integrative and analytical review of prior empirical studies with two research questions: (1) How has informal learning been conceptualized and measured in prior research? and (2) What factors influencing informal learning in the workplace have been empirically identified? Based on the findings from the first research question, the authors propose a conceptual framework for understanding informal learning activities using three dimensions: learning competence, intentionality, and developmental relatedness. To answer the second question, Lewin's field theory, which captures the importance of the person and the environment fit, was applied to identify antecedents of informal learning at the individual, group, and organizational levels. The authors then provide a critique of the state of the informal learning literature and outline targeted suggestions to guide practice and future empirical, theoretical work.

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Section: The Antecedents Of Informal Learning At the Group Levelmentioning

confidence: 99%

Section: The Antecedents Of Informal Learning In the Workplacementioning

confidence: 99%

Integrative Literature Review on Informal Learning: Antecedents, Conceptualizations, and Future Directions

Jeong

Han

Liu

et al. 2018

Human Resource Development Review

135

View full text Add to dashboard Cite

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“…56 It is important to be wary though of how neoliberal ideas could turn resilience building into a project of the self, with a focus on individual choice and the pursuit of individual wellbeing, while neglecting the systemic realities facing GPs in the NHS. 50,62…”

Section: Strengths and Limitationsmentioning

confidence: 99%

Influences on GP coping and resilience: a qualitative study in primary care

et al. 2017

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Background‘Neoliberal’ work policies, austerity, NHS restructuring, and increased GP consultation rates provide the backdrop against increasing reports of GP burnout and an impending shortage of GPs.AimTo explore GPs’ experiences of workplace challenges and stresses, and their coping strategies, particularly focusing on understanding the impact of recent NHS workplace change.Design and settingStudy design was qualitative, with data collected from two focus groups and seven one-to-one telephone interviews.MethodFocus groups and one-to-one telephone interviews explored the experiences of GPs currently practising in England, recruited through convenience sampling. Data were collected using a semi-structured interview approach and analysed using thematic analysis.ResultsThere were 22 GP participants recruited: focus groups (n = 15) and interviews (n = 7). Interviewees understood GPs to be under intense and historically unprecedented pressures, which were tied to the contexts in which they work, with important moral implications for ‘good’ doctoring. Many reported that being a full-time GP was too stressful: work-related stress led to mood changes, sleep disruption, increases in anxiety, and tensions with loved ones. Some had subsequently sought ways to downsize their clinical workload. Workplace change resulted in little time for the things that helped GP resilience: a good work–life balance and better contact with colleagues. Although some GPs were coping better than others, GPs acknowledged that there was only so much an individual GP could do to manage their stress, given the external work issues they faced.ConclusionGPs experience their emotional lives and stresses as being meaningfully shaped by NHS factors. To support GPs to provide effective care, resilience building should move beyond the individual to include systemic work issues.

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“…Third, we contribute to the organizational learning theory by showing that not only strong ties with a more capable peer (Holley, Santos, Cook, & Kerr, 2016) and participation in internal and external networks (Van Der Heijden, Boon, Van der Klink, & Meijs, 2009) can stimulate employees' learning, but that holding a central position in knowledge networks is the key to learning behavior. Moreover, with this research we add to previous team-level research on the relationship between centrality and organizational learning (Murray & Moses, 2005).…”

Section: Theoretical Contributionsmentioning

confidence: 94%

The Relationship between Informal Knowledge Sharing Network and Individual Learning in Organizations: Does the Structuring of Activities Matter?

Sitar

Bogilović²,

Pahor

2019

Drustvena istrazivanja

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Capitalizing on organizational network theory, we address the relationship between informal-knowledge-sharing-network characteristics (in-degree and out-degree centrality) and the level of internal and external learning. Specifically, the paper examines differences in the use of various relationships when employees are learning internally or externally and explores the moderating role of the perceived organic structuring of activities. The results show the employees resort to informal-knowledge-generating relationships (informal in-degree) to obtain knowledge internally, whereas, when learning externally, employees rely on informal-knowledge-sharing relationships (informal out-degree) to disseminate the knowledge they obtain from outside the organization. The anticipated moderating role of the organic structuring of activities is not confirmed, holding important implications for both theory and practice.

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“Cascades, torrents & drowning” in information: seeking help in the contemporary general practitioner practice in the UK

Cited by 5 publications

References 24 publications

Integrative Literature Review on Informal Learning: Antecedents, Conceptualizations, and Future Directions

Integrative Literature Review on Informal Learning: Antecedents, Conceptualizations, and Future Directions

Influences on GP coping and resilience: a qualitative study in primary care

The Relationship between Informal Knowledge Sharing Network and Individual Learning in Organizations: Does the Structuring of Activities Matter?

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