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Self-directed learning in self-directed teams in a healthcare organization

Jolij, Ilse (2014) Self-directed learning in self-directed teams in a healthcare organization.

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Abstract:Since the healthcare sector is a constantly changing environment, healthcare professionals are required to maintain competent by life-long learning to meet the ongoing changes. Self-directed learning (SDL) skills can enhance the iterative process of developing yourself. SDL skills can encourage better, more, intentionally and continuously learning with greater motivation. The work environment might be of vital importance in the extent to which employees are self-directed in their learning. Teamwork is an important characteristic of the work environment of a healthcare organization because no healthcare professional can deliver the complete healthcare process on its own. Particularly in the last decennia self-directed teamwork (SDTW) has grown. Apart from the fact that SDTW is used as a new way to organize work processes, it can also be used as a learning strategy. SDTW provides a good learning climate wherein collaboration, having relevant, authentic and meaningful work by the self-managing character leads to learning possibilities and motivation for learning. The presumption that the environment of SDTW stimulates learning raises the question whether SDTW is a perfect environment for encouraging SDL. Besides that SDTW creates a perfect environment for individual learning, learning and developing as a team is needed in order to create SDTW. Team learning behavior (TLB) is therefore very important and was added as independent variable to the study. By means of a survey this study has used multilevel analyses to measure the effect of SDTW and TLB on SDL and it also takes employee and team variables into account. It can be concluded that employee variables contribute to SDL when working in a team. Although, the main outcome is that the extent to which a team directs itself affects the extent to which the team members self-direct their learning processes. This confirms the theoretical assumption that SDTW can play a role in the professional development of healthcare professionals. Remarkable in this research is that the level of TLB is not associated with the extent in which team members are self-directed in their learning.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:81 education, teaching
Programme:Educational Science and Technology MSc (60023)
Link to this item:http://purl.utwente.nl/essays/66640
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