Organizational Knowledge Creation in the Context of a Professional Development Program: Mixed-Methods Longitudinal Results From the ALPS Study

Richard, Lucie; Chiocchio, François; Hudon, Anne; Fortin-Pellerin, Laurence; Litvak, Eric; Beaudet, Nicole

doi:10.1177/2373379917697067

Cited by 2 publications

(3 citation statements)

References 30 publications

(43 reference statements)

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“…Allen and Meyer explain that there are three forms of commitment: affective (i.e., engaging because of an emotional attachment), normative (i.e., engaging because of a perceived moral obligation), and continuance (i.e., engaging because it would be too costly not to do so). While we found evidence for commitment in data stemming from the research program this article is a component of [ 63 ], with hindsight we feel that contextual variables may have triggered forms of commitment we were not equipped to measure. The meta-analysis by Meyer, Stanley, Herscovitch, and Topolnytsky [ 83 ] is revealing in this regard.…”

Section: Discussionmentioning

confidence: 97%

“…Participants for this study are part of a larger initiative implemented in Québec (Canada) called the Health Promotion Laboratories program [ 62 , 63 ] which was designed by a regional public health directorate as an innovative professional development intervention in health promotion [ 64 , 65 ]. This program draws on the concept of communities of practice.…”

Section: Methodsmentioning

confidence: 99%

“…Furthermore, the practical significance of a 0.6 difference is not clear at best. Building on the experience of the Heath Promotion Laboratories program [ 62 , 63 ], our research aims to empirically investigate self-assessed learning in communities of practice by quantitatively and longitudinally exploring three potential predictors within them: commitment, collaboration and psychological safety.…”

Section: Introductionmentioning

confidence: 99%

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Healthcare professionals’ longitudinal perceptions of group phenomena as determinants of self-assessed learning in organizational communities of practice

Durand

Richard

Beaudet³

et al. 2022

BMC Med Educ

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Background Given the importance of continuous learning as a response to the increasing complexity of health care practice, there is a need to better understand what makes communities of practice in health effective at fostering learning. Despite the conceptual stance that communities of practice facilitate individual learning, the scientific literature does not offer much evidence for this. Known factors associated with the effectiveness of communities of practice – such as collaboration, psychological safety within the community, and commitment to the community – have been studied in cross-sectional qualitative designs. However, no studies to date have used a quantitative predictive design. The objective of this study is to assess how members of a community of practice perceive interactions among themselves and determine the extent to which these interactions predict self-assessed learning over time. Methods Data was collected using validated questionnaires from six communities of practice (N = 83) in four waves of measures over the course of 36 months and was analysed by means of General Estimating Equations. This allowed to build a longitudinal model of the associations between perceptions of collaboration, psychological safety within the community, commitment to the community and self-assessed learning over time. Results Perception of collaboration in the community of practice, a personal sense of psychological safety and a commitment to the community of practice are predictors longitudinally associated with self-assessed learning. Conclusions In terms of theory, conceptual links can be made between intensity of collaboration and learning over time in the context of a community of practice. Recent work on psychological safety suggests that it is still unclear whether psychological safety acts as a direct enhancer of learning or as a remover of barriers to learning. This study’s longitudinal results suggest that psychological safety may enhance how and to what extent professionals feel they learn over time. Commitment towards the community of practice is a strong predictor of learning over time, which hints at differential effects of affective, normative and continuance commitment. Communities of practice can therefore apply these findings by making collaboration, psychological safety, commitment and learning regular reflexive topics of discussion.

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Section: Discussionmentioning

confidence: 97%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Healthcare professionals’ longitudinal perceptions of group phenomena as determinants of self-assessed learning in organizational communities of practice

Durand

Richard

Beaudet³

et al. 2022

BMC Med Educ

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Apprentissage organisationnel en promotion de la santé : une expérience québécoise

Richard¹,

Beaudet²,

Chiocchio³

et al. 2019

Santé Publique

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Objectif : Cet article porte sur les « Laboratoires de promotion de la santé », un programme québécois de développement professionnel proposé par la direction régionale de Santé publique de Montréal à des équipes de professionnels et de cadres œuvrant en promotion de la santé, au sein d’organisations locales de santé publique. L’objectif est d’examiner le processus de conversion des connaissances acquises par les participants suite au programme, dans une perspective à plus long terme au sein de l’organisation. Méthode : L’étude est de type qualitatif descriptif. Le modèle de création de connaissances organisationnelles de Nonaka a guidé les travaux. Les données ont été collectées auprès des participants de quatre sites, à l’occasion d’événements d’échange et de valorisation tenus entre 4 et 41 mois suivant la fin du projet-pilote. Une analyse de contenu thématique a été conduite à l’aide d’une grille dérivée du modèle de Nonaka. Résultats : L’analyse a révélé la présence de processus d’externalisation et d’internalisation dans deux des sites ainsi qu’un important volume de combinaisons dans les quatre sites. Dans ce dernier cas, les apprentissages réutilisés à plus long terme se sont avérés similaires à ceux qui avaient été transférés à court terme (notions et méthodes en lien avec le partenariat, processus de planification, etc.). Conclusion : Ces résultats confirment le potentiel des laboratoires à faire irradier les apprentissages dans l’organisation, au-delà des acquis réalisés à court terme par les participants pendant les laboratoires. Ces apprentissages ont le potentiel de paver la voie à de nouvelles pratiques au sein de l’organisation.

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Organizational Knowledge Creation in the Context of a Professional Development Program: Mixed-Methods Longitudinal Results From the ALPS Study

Cited by 2 publications

References 30 publications

Healthcare professionals’ longitudinal perceptions of group phenomena as determinants of self-assessed learning in organizational communities of practice

Healthcare professionals’ longitudinal perceptions of group phenomena as determinants of self-assessed learning in organizational communities of practice

Apprentissage organisationnel en promotion de la santé : une expérience québécoise

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