Managerial support for learning at work: a qualitative study of first‐line managers in elder care

Abstract

PurposeThe aim of the present study is to explore the meaning of managerial support for learning and development in the workplace. The overall research question concerns how first‐line managers in elder care perceive and understand their mission and tasks and how they in practice handle issues of co‐workers' learning and development.Design/methodology/approachThe study was designed as a multiple‐case study including eight first‐line mangers in eight care units. Data were collected through interviews and observations.FindingsThe study demonstrates the variation that exists concerning how first‐line managers understand and enact their tasks. Specifically, it is possible to distinguish four qualitatively different patterns concerning how the managers acted and interacted with their co‐workers.Research limitations/implicationsThe empirical generalisability of the results is limited by its character as a multiple‐case study of eight managers in eight different work units. At the same time, the strength of a multiple‐case study lies in its potential for making analytic generalisations, that is, for identifying theoretically meaningful examples and patterns across a number of cases.Practical implicationsThe paper suggests a need for management development programs that promote not only a broader understanding of the task as a manager of elder care, but also knowledge about and skills in leading and organising workplace learning and development.Originality/valueThis study adds to the limited knowledge of how first‐line managers in care work understand and deal with learning and developmental issues in the workplace.

Learning outcomes of a work-based training programme

“…An authoritarian attitude, a defensive attitude, and a lack of sensitivity to the needs is characterised by a listening attitude and informal relations with co-workers. The constraining management orientation was characterised by a lack of focus on learning and development issues on the part of the managers despite their ambition to work with such issues.Methodologically, much previous research in this area has adopted an individualistic orientation that tends to neglect the significance of the organisational context (Ellström, 2012;Yukl, 2009). Rather than studying individual leadership behaviours, the present study focuses …”

The Role of First Line Nurse Manager

“…(2010). This also involves monitoring and evaluation of ethical and professional behavior of the staff (Cziraki, 2012; Employment Organization of the Islamic Republic of Iran, 2010), and evaluation on the effectiveness of training given to workers (Gibb, 2003;Cziraki, 2012;Loo & Thorpe, 2003;Robson & Mavin, 2009;Maxwell & Watson, 2006;Ellström, 2012;Ramachandra, 2011 Stating what the managers have to do is often not the straightforward answer to the roles they need to play, but once they are clear and familiar of their roles, then they will be able to perform better. The pattern behavior displayed here is thus the expectation for a certain job, and its form is the responsibility of the individual, though the general group can also decide it as well.…”

“…Attend managerial meetings and express the workers' needs (Gibb, 2003;Cziraki, 2012;Johansson et al, 2007;Skytt et al, 2008;Duffield & Franks, 2001;Chris, 2012). O 12 -participation in training programs: Participate in training programs that involves nursing students and other trainees in the unit, and hold domestic conference to enhance the professional knowledge and skills of the nurses (Gibb, 2003;Cziraki, 2012;Loo & Thorpe, 2003;Robson & Mavin, 2009;Maxwell & Watson, 2006;Ellström, 2012;Ramachandra, 2011). Participate and collaborate in research and applied research of nursing students (Ellström, 2012; Employment Organization of the Islamic Republic of Iran, 2010).…”

“…Plan for educating patients and their families (Gibb, 2003;Cziraki, 2012;Loo & Thorpe, 2003;Robson & Mavin, 2009;Maxwell & Watson, 2006;Ellström, 2012;Ramachandra, 2011). P 7 -facility management: Make new staff aware of the regulations and standards, and familiarize them with the circumstances and the equipment at the workplace (Gibb, 2003;Cziraki, 2012;Loo & Thorpe, 2003;Ellström, 2012). Predict the units' needs in term of the required facilities and equipment, and taking measure to prepare them (Employment Organization of the Islamic Republic of Iran, 2010).…”

“…P 6 -patient care (health education): Plan to submit a report regarding the patients' condition in each shift (Cziraki, 2012;Loo & Thorpe, 2003). Plan for educating patients and their families (Gibb, 2003;Cziraki, 2012;Loo & Thorpe, 2003;Robson & Mavin, 2009;Maxwell & Watson, 2006;Ellström, 2012;Ramachandra, 2011). P 7 -facility management: Make new staff aware of the regulations and standards, and familiarize them with the circumstances and the equipment at the workplace (Gibb, 2003;Cziraki, 2012;Loo & Thorpe, 2003;Ellström, 2012).…”