Intra and Interorganizational Learning Networks and the Implementation of Quality Improvement Initiatives: The Case of a Portuguese Teaching Hospital

Abstract

Learning has an important position in the development of employees and their expertise. This article focuses on the role and utilization of intra and interorganizational formal and informal learning within different types of learning networks. Specifically, we investigate different types of networks (inter‐ or intraorganizational) and different types of learning (formal or informal) that can occur within such networks. Our qualitative case study is based on 46 expert interviews involving 49 interviewees, through which we explore how formal and informal learning was used in the development and implementation of quality improvement initiatives at a large public teaching hospital in Portugal. Our analysis suggests that formal and informal learning can take place within different types of learning networks that draw on internal resources as well as on the collaboration with external entities. The article argues that it is important for HRD managers, seeking to support organizational learning, to understand how different types of learning take place, and which features of learning networks support these processes.

Organizational learning in hospitals: A realist review

“…Such interactions further support a healthy context for organizational learning by motivating and unifying staff members (Babich et al, ; Sujan, ) and fostering an environment where people feel comfortable sharing ideas, expressing opinions and collaborating (Adelman, ; Edmondson, , ). Effective interactions can be either formal (e.g., organized meetings or trainings) or informal (e.g., questions or discussions) (Adelman, ; An & Reigeluth, ; Gibson & Campbell, ) and both types can complement one another (Melo & Beck, ). Discussing current practices and their effectiveness can facilitate positive change (Bondarouk & Sikkel, ; Edmondson, Bohmer, & Pisano, ; Rangachari et al, ; Sujan, ) and reinforce good clinical practices (Rangachari et al, ).…”

“…Purpose can be represented by a vision statement (Trajkovski, Schmied, Vickers, & Jackson, 2015), meeting to achieve a common goal (Nes & Moen, 2010), or responding to a crisis (Müller-Seitz & Macpherson, 2014). A shared purpose provides common ground where team members can discuss diverse strategies (Thim & Weber, 2012), while remaining focused on organizational needs (Dückers, Wagner, Vos, & Groenewegen, 2011;Melo & Beck, 2015).…”

“…Organizational learning was associated with successful adoption in 19.7% (N = 29) of the studies reviewed. Adoption can include adopting a new technology (Takian et al, 2014), a new best practice (Crofts, 2006;Davis, 2011;Melo & Beck, 2015;Trajkovski et al, 2015;Vashdi et al, 2007), or even a new culture (Bennett, 2014) in the organization.…”

Social network analysis and social capital in human resource development research: A practical introduction to R use

“…Although the analysis technique of the social network was not applied as a methodology, they tested a structural indicator—clique‐membership status. Since then, as consideration of network perspectives grew in popularity, and HRD researchers found ways to incorporate a network analysis into various areas such as learning network theory (Melo & Beck, ; van der Krogt, ), career advancement via informal social networks (Combs, ; Kulkarni, ), career development in women's networks (Bierema, ), knowledge management (Parise, ), leadership (Baltodano, Carlson, Jackson, & Mitchell, ), social‐networked learning (White, ), interorganizational networking (Hawley & Taylor, ; Weigl, Hartmann, Jahns, & Darkow, ), and virtual working community and job performance (Wu & Zhang, ), and in bibliometric techniques to understand citation, cocitation, and keyword networks (Hyun, Cho, & Yoon, ; Jo, Jeung, Park, & Yoon, ).…”

Doing a Case Study on Health Care Quality Improvement at a Large Public Teaching Hospital: A Non-Clinician’s Account

“…Data analysis for the article Melo (2016) followed the framework thematic analysis (Spencer, Ritchie, Ormston, O' Connor, & Barnard, 2014). As Spencer et al (2014) The fact that Melo's (2018Melo's ( , 2016 articles had very specific objectives fostered the use of more systematic ways of coding as well as coding at a more minutious level than the one adopted in the PhD thesis (Melo, 2012) and on the article Melo & Beck (2015). In both, the PhD thesis and Melo & Beck's (2015) article, data analysis followed the method proposed by Scapens (2004) where themes and patterns were identified by reading the interview transcripts several times and highlighting the key ideas.…”