1
|
Morris R, Christianson-Barker J, Stainton T, Mills R, Rowley C, Cox J, Schroeder M, Hole R. 'They don't think I can do it': Experiences of self-advocates, employment specialists, and employers on employment of adults with intellectual disability. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2024; 37:e13231. [PMID: 38561915 DOI: 10.1111/jar.13231] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/21/2023] [Revised: 02/27/2024] [Accepted: 03/08/2024] [Indexed: 04/04/2024]
Abstract
BACKGROUND A multi-phase Canadian study was conducted as part of a large-scale community and academic research partnership focused on understanding and improving the employment experiences of people with intellectual disabilities. METHOD This multi-method study utilized a sequential approach, using findings from qualitative interviews (n = 28) to inform an online survey (n = 149). Participants were invited to share their experiences with paid employment or with persons with intellectual disabilities. RESULTS Thematic analysis of data across interview and survey findings resulted in six themes: (1) assumptions and attitudes, (2) knowledge and awareness, (3) accessibility of processes, (4) use of accommodations, (5) workplace relationships, and (6) supports and resources. CONCLUSIONS A holistic and systemic approach has the potential to improve inclusive employment experiences of people with intellectual disabilities. Action is needed mainly at the policy and employer level to reduce barriers and improve on facilitating measures reinforced by the themes shared in this study.
Collapse
Affiliation(s)
- Rae Morris
- Canadian Institute for Inclusion and Citizenship, University of British Columbia Okanagan, Kelowna, Canada
- School of Social Work, University of British Columbia, Vancouver, Canada
| | - Jennifer Christianson-Barker
- Canadian Institute for Inclusion and Citizenship, University of British Columbia Okanagan, Kelowna, Canada
- School of Graduate Studies, University of British Columbia Okanagan, Kelowna, Canada
| | - Tim Stainton
- Canadian Institute for Inclusion and Citizenship, University of British Columbia Okanagan, Kelowna, Canada
- School of Social Work, University of British Columbia, Vancouver, Canada
| | | | | | - John Cox
- People First of Canada, Winnipeg, Canada
| | | | - Rachelle Hole
- Canadian Institute for Inclusion and Citizenship, University of British Columbia Okanagan, Kelowna, Canada
- Department of Social Work, University of British Columbia Okanagan, Kelowna, Canada
| |
Collapse
|
2
|
Opatha IM, Takahashi Y. Does Social and Organizational Support Moderate Emotional Intelligence Training Effectiveness? Behav Sci (Basel) 2024; 14:276. [PMID: 38667072 PMCID: PMC11047385 DOI: 10.3390/bs14040276] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/27/2024] [Revised: 03/16/2024] [Accepted: 03/19/2024] [Indexed: 04/29/2024] Open
Abstract
Given the dearth of systematic research and inconclusive results regarding the effectiveness of emotional intelligence (EI) training in adult training, this study was conducted to evaluate the effectiveness of EI training. This study aimed to assess the effectiveness of EI training on learning and transfer outcomes, considering underexplored moderation of social and organizational support with experimental and longitudinal research design. Training transfer was measured through changes in organizational citizenship behavior (OCB) and counterproductive work behavior (CWB). Participants self-assessed their OCB and CWB levels, while their supervisors also provided evaluations, allowing for separate analysis. Data, from a sample comprising 176 government officials, were collected across different periods and analyzed employing diverse analytical tools. The results revealed positive effects of EI training on training outcomes in both samples but positive moderation effect of social and organizational support on the effect of EI training on training outcomes was observed in the self-evaluation sample but not in the supervisor evaluation sample. The findings advance the debate on social exchange theory and organizational support theory by showing the boundary condition of their applicability. Furthermore, this study clarifies the impact of EI training on training outcomes by emphasizing the nuanced role of social and organizational support.
Collapse
Affiliation(s)
| | - Yoshi Takahashi
- Graduate School of Humanities and Social Sciences, Hiroshima University, Higashihiiroshima 739-8529, Japan;
| |
Collapse
|
3
|
Southey S, Morris R, Nicholas D, Pilatzke M. Autistic Perspectives on Employment: A Scoping Review. JOURNAL OF OCCUPATIONAL REHABILITATION 2024:10.1007/s10926-023-10163-x. [PMID: 38326702 DOI: 10.1007/s10926-023-10163-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 11/29/2023] [Indexed: 02/09/2024]
Abstract
PURPOSE Inclusive recruitment and employment of autistic adults has garnered recent attention in research and policy. To address a need to better understand the experiences of autistic adults in relation to paid employment, we asked the literature, what are the experiences of autistic individuals (from their perspectives) in competitive employment? METHODS A scoping review was conducted to summarize and consolidate the findings across research to date. A systematic search and screen of the literature resulted in 32 relevant studies. FINDINGS Key study characteristics, participant demographics, and thematic findings are shared, along with considerations and recommendations for future research and practice. Six key themes were described by autistic participants across the 32 studies: (1) accessibility of employment, (2) workplace relationships and communication, (3) role alignment, (4) sensory needs and/or mental health, (5) colleagues' knowledge and beliefs about autism, and (6) family and community context. CONCLUSION It is anticipated that the results of this review will be beneficial for stakeholders engaging in discussions and decision-making across research and employment contexts.
Collapse
Affiliation(s)
- Sarah Southey
- Faculty of Social Work, Wilfrid Laurier University, Waterloo, ON, Canada.
- The Redpath Centre, Toronto, Canada.
| | - Rae Morris
- School of Social Work, University of British Columbia, Vancouver, Canada
- Rae Morris Counselling Group, Vancouver, BC, Canada
| | - David Nicholas
- Faculty of Social Work, University of Calgary, Calgary, Canada
| | | |
Collapse
|
4
|
Anderson KM, Piper KN, Kalokhe AS, Sales JM. Implementation of trauma-informed care and trauma-responsive services in clinical settings: a latent class regression analysis. Front Psychiatry 2023; 14:1214054. [PMID: 37915798 PMCID: PMC10616460 DOI: 10.3389/fpsyt.2023.1214054] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/03/2023] [Accepted: 09/21/2023] [Indexed: 11/03/2023] Open
Abstract
Introduction Engagement and retention in health care is vital to sustained health among people living with HIV (PLWH), yet clinical environments can deter health-seeking behavior, particularly for survivors of interpersonal violence. PLWH face disproportionate rates of interpersonal violence; clinical interactions can provoke a re-experiencing of the sequalae of trauma from violence, called re-traumatization. Trauma-informed care (TIC) is a strengths-based approach to case that minimizes potential triggers of re-traumatization and promotes patient empowerment, increasing acceptability of care. Yet, Ryan White HIV/AIDS clinics, at which over 50% of PLWH received care, have struggled to IMPLEMENT TIC. In this analysis, we sought to (1) identify unique sub-groups of HIV clinics based on clinical attributes (i.e., resources, leadership, culture, climate, access to knowledge about trauma-informed care) and (2) assess relationships between sub-group membership and degree of implementation of TIC and trauma-responsive services offered. Methods A total of 317 participants from 47 Ryan White Federally-funded HIV/AIDS clinics completed a quantitative survey between December 2019 and April 2020. Questions included assessment of inner setting constructs from the Consolidated Framework for Implementation Research (CFIR), perceived level of TIC implementation, and trauma-responsive services offered by each respondent's clinic. We employed latent class analysis to identify four sub-groups of clinics with unique inner setting profiles: Weak Inner Setting (n = 124, 39.1%), Siloed and Resource Scarce (n = 80, 25.2%), Low Communication (n = 49, 15.5%), and Robust Inner Robust (n = 64, 20.2%). We used multilevel regressions to predict degree of TIC implementation and provision of trauma-responsive services. Results Results demonstrate that clinics can be distinctly classified by inner setting characteristics. Further, inner setting robustness is associated with a higher degree of TIC implementation, wherein classes with resources (Robust Inner Setting, Low Communication) are associated with significantly higher odds reporting early stages of implementation or active implementation compared to Weak class membership. Resourced class membership is also associated with availability of twice as many trauma-responsive services compared to Weak class membership. Discussion Assessment of CFIR inner setting constructs may reveal modifiable implementation setting attributes key to implementing TIC and trauma-responsive services in clinical settings. Introduction.
Collapse
Affiliation(s)
- Katherine M. Anderson
- Department of Behavioral, Social, and Health Education Sciences, Emory University Rollins School of Public Health, Atlanta, GA, United States
| | - Kaitlin N. Piper
- Department of Behavioral, Social, and Health Education Sciences, Emory University Rollins School of Public Health, Atlanta, GA, United States
| | - Ameeta S. Kalokhe
- Division of Infectious Diseases, Department of Medicine, Emory University School of Medicine, Atlanta, GA, United States
- Department of Global Health, Emory University Rollins School of Public Health, Atlanta, GA, United States
| | - Jessica M. Sales
- Department of Behavioral, Social, and Health Education Sciences, Emory University Rollins School of Public Health, Atlanta, GA, United States
| |
Collapse
|
5
|
Greenan P. The impact of implementation intentions on the transfer of training from a management development program. HUMAN RESOURCE DEVELOPMENT INTERNATIONAL 2023. [DOI: 10.1080/13678868.2023.2174976] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/18/2023]
Affiliation(s)
- Pete Greenan
- Department of Management, Huddersfield Business School, Huddersfield, UK
| |
Collapse
|
6
|
Mohamad NI, Mokhtar A, Rahman IA, Othman AS. Development of a Structural Model for Sustainable Environment Training and Knowledge Transfer. SUSTAINABILITY 2023; 15:2322. [DOI: 10.3390/su15032322] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 09/01/2023]
Abstract
The public sector is usually viewed as a formal and hierarchical organization. However, they need to improve the quality of their work to solve community matters satisfactorily. This study examines the mediating role of the motivation to learn in the relationship between sustainable environment training and knowledge transfer. This study is a cross-sectional study, using survey questionnaires to collect data from public servants at different divisions/departments in public organizations. SmartPLS was utilized to evaluate the quality of the study instrument and subsequently test the study hypotheses. The structural equation modeling test indicated that sustainable environment training affects knowledge transfer. Hence, the motivation to learn mediates the effect of sustainable environment training on knowledge transfer. Practitioners can utilize these findings to comprehend the diversity of perspectives on motivation to learn and to design a training program master plan that can increase employee motivation to succeed and maintain organizational strategies and goals in the global competition and organizational sustainability era.
Collapse
Affiliation(s)
- Nur Izzaty Mohamad
- School of Humanities, Universiti Sains Malaysia (USM), George Town 11800, Penang, Malaysia
| | - Aminudin Mokhtar
- Faculty of Economics and Management (FEP), Universiti Kebangsaan Malaysia (UKM), Bangi 43600, Selangor, Malaysia
| | - Ishak Abd Rahman
- Faculty of Economics and Management (FEP), Universiti Kebangsaan Malaysia (UKM), Bangi 43600, Selangor, Malaysia
| | - Abdullah Sanusi Othman
- Faculty of Economics and Management (FEP), Universiti Kebangsaan Malaysia (UKM), Bangi 43600, Selangor, Malaysia
| |
Collapse
|
7
|
Hughes AM, Lin E, Hussain RA, Gibson G, Jurasic MM, Sharp LK, Hubbard CC, Poggensee LE, Evans CT, McGregor JC, Gellad WF, Suda KJ. The feasibility of academic detailing for acute oral pain management in outpatient dentistry: A pilot study. J Am Pharm Assoc (2003) 2023; 63:158-163.e6. [PMID: 36031546 PMCID: PMC10807693 DOI: 10.1016/j.japh.2022.08.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2022] [Revised: 08/01/2022] [Accepted: 08/02/2022] [Indexed: 01/25/2023]
Abstract
BACKGROUND Opioids are overprescribed in the outpatient dental setting. Therefore, opportunities exist for opioid stewardship. OBJECTIVES The purpose of this pilot study was to test the feasibility of an academic detailing (AD) intervention to promote appropriate prescribing of opioids in outpatient dentistry. METHODS We implemented an AD intervention targeting management of acute oral pain in a Midwestern Veterans Affairs outpatient dental facility. The intervention targeted dentists who actively prescribed opioids at the time of the study. The pilot study tested feasibility, adoption, and acceptance of the AD campaign. Visit-based prescribing rates were obtained from the Veterans Health Administration's Corporate Data Warehouse for baseline and postintervention using difference-in-differences analyses to detect potential changes in health service outcomes. RESULTS Results indicate moderate levels of feasibility through participation rates (n = 5, 55.5%) and high levels of organizational readiness for change (average of 88.6% agree to strongly agree). Furthermore, fidelity of the AD intervention was high. Adoption measures show moderate indication of motivation to change, and trends suggest that participating dentists decreased their visit-based opioid prescribing rates (P > 0.05). CONCLUSION The intervention demonstrated feasibility with some indications of adoption of intervention techniques and decrease in opioid prescribing. We further recommend working closely with frontline providers to gather feedback and buy-in before scaling and implementing the AD campaign.
Collapse
|
8
|
Salamon J, Blume BD, Tóth‐Király I, Nagy T, Orosz G. The positive gain spiral of job resources, work engagement, opportunity and motivation on training transfer. INTERNATIONAL JOURNAL OF TRAINING AND DEVELOPMENT 2022. [DOI: 10.1111/ijtd.12277] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Affiliation(s)
- Janos Salamon
- Doctoral School of Psychology ELTE Eötvös Loránd University Budapest Hungary
- Institute of Psychology ELTE Eötvös Loránd University Budapest Hungary
- Department of Ergonomics and Psychology Budapest University of Technology and Economics Budapest Hungary
| | - Brian D. Blume
- School of Management University of Michigan Flint Michigan USA
| | | | - Tamás Nagy
- Institute of Psychology ELTE Eötvös Loránd University Budapest Hungary
| | - Gábor Orosz
- Univ. Lille, Univ. Artois, Univ. Littoral Côte d'Opale ULR 7369‐URePSSS—Unité de Recherche Pluridisciplinaire Sport Santé Société, Sherpas, Liévin France
| |
Collapse
|
9
|
The moderating effect of coworkers’ training participation on the influence of peer support in the transfer process. EUROPEAN JOURNAL OF TRAINING AND DEVELOPMENT 2022. [DOI: 10.1108/ejtd-07-2021-0102] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose
The impact of the number of coworkers participating in training on transfer outcomes has largely been overlooked. This paper aims to examine whether the number of coworkers participating in training interacts with peer support (PS) to influence training motivation and transfer.
Design/methodology/approach
Data were collected using a cross-sectional survey from a sample of 688 employees working in 14 midsize and large companies. All participants were recent trainees in various open skill (e.g. leadership) training programs. Moderated mediation was used to test the hypotheses.
Findings
Motivation to transfer (MTT) mediated the relationship between PS and perceived training transfer. When more coworkers participated in the training, PS had a stronger influence on trainee MTT.
Practical implications
Organizations should consider training coworker cohorts at the same time to influence MTT and training transfer. Generally, whole-team training programs could be used to boost training transfer outcomes, although it could potentially have a negative impact on transfer if PS is low.
Originality/value
To the best of the authors’ knowledge, this was the first study to demonstrate that the number of coworkers participating in training can moderate the effect of PS on MTT and training transfer.
Collapse
|
10
|
Wisshak S, Barth D. Perceptions of accountability for the transfer of training by leadership trainers. INTERNATIONAL JOURNAL OF TRAINING AND DEVELOPMENT 2021. [DOI: 10.1111/ijtd.12255] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Affiliation(s)
- Susanne Wisshak
- Department of Economics University of Konstanz Konstanz Germany
| | - Dorothee Barth
- Department of Economics University of Konstanz Konstanz Germany
| |
Collapse
|
11
|
Developing and evaluating a team development intervention to support interdisciplinary teams. J Clin Transl Sci 2021; 5:e166. [PMID: 34733543 PMCID: PMC8532188 DOI: 10.1017/cts.2021.831] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/29/2021] [Revised: 07/22/2021] [Accepted: 07/29/2021] [Indexed: 11/23/2022] Open
Abstract
Introduction: Incentivizing the development of interdisciplinary scientific teams to address significant societal challenges usually takes the form of pilot funding. However, while pilot funding is likely necessary, it is not sufficient for successful collaborations. Interdisciplinary collaborations are enhanced when team members acquire competencies that support team success. Methods: We evaluated the impact of a multifaceted team development intervention that included an eight-session workshop spanning two half-days. The workshop employed multiple methods for team development, including lectures on empirically supported best practices, skills-based modules, role plays, hands-on planning sessions, and social interaction within and across teams. We evaluated the impact of the intervention by (1) asking participants to assess each of the workshop sessions and (2) by completing a pre/postquestionnaire that included variables such as readiness to collaborate, goal clarity, process clarity, role ambiguity, and behavioral trust. Results: The content of the team development intervention was very well received, particularly the workshop session focused on psychological safety. Comparison of survey scores before and after the team development intervention indicated that scores on readiness to collaborate and behavioral trust were significantly higher among participants who attended the workshop. Goal clarity, process clarity, and role ambiguity did not differ among those who attended versus those who did not. Conclusions: Multicomponent team development interventions that focus on key competencies required for interdisciplinary teams can support attitudes and cognitions that the literature on the science of team science indicate are predictive of success. We offer recommendations for the design of future interventions.
Collapse
|
12
|
ProwisT – Ein Instrument zur Einschätzung des professionellen Handlungswissens von Trainer/innen. GIO-GRUPPE-INTERAKTION-ORGANISATION-ZEITSCHRIFT FUER ANGEWANDTE ORGANISATIONSPSYCHOLOGIE 2021. [DOI: 10.1007/s11612-021-00573-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
ZusammenfassungDer vorliegende Beitrag in der Zeitschrift Gruppe. Interaktion. Organisation (GIO) beinhaltet die Vorstellung, theoretische Einordnung und inhaltliche Validierung eines Selbst- und Fremdbewertungsinstruments für Trainerwissen.Trainer/innen sind Personen, die berufliche und betriebliche Fort- und Weiterbildungsangebote durchführen. Von ihren Kompetenzen und ihrem Wissen hängt die Qualität betrieblicher Weiterbildungen ab. Ausgehend von einer literaturbasierten Anforderungsermittlung wurde zunächst ein Fragebogen bezüglich des von Trainer/innen benötigten professionellen Handlungswissens entwickelt. Dieser Fragebogen lässt sich in einer modifizierten Form, dem Instrument zur Einschätzung des professionellen Handlungswissens von Trainer/innen (ProwisT), auch für die Selbst- oder Fremdeinschätzung des Wissens von Trainer/innen einsetzen. Das Instrument umfasst 41 Wissensfacetten, die sich auf 10 übergeordnete, theoretisch fundierte Wissensdimensionen verteilen. Dazu gehören neben dem Wissen über die Planung und Konzeption von Trainings Kenntnisse über Gruppenmanagement, die methodische Umsetzung von Trainings, Diagnostik, bildungswissenschaftliche Grundlagen, individuelle Unterschiede der Teilnehmenden, Fachwissen, fachdidaktisches Wissen, Organisationswissen sowie Kenntnisse über Beratung und Coaching.Die 41 Wissensfacetten wurden zunächst von 200 Trainer/innen, 253 Teilnehmenden und 93 Personalverantwortlichen auf einer sechsstufigen Skala im Hinblick auf ihre Relevanz für die Trainertätigkeit beurteilt. Mit wenigen Ausnahmen wurde die Relevanz der 41 Facetten durch die Befragten bestätigt. Die Teilnehmenden scheinen bei der Bewertung der Facetten teilweise andere Schwerpunkte zu setzen als Trainer/innen und Personalverantwortliche.Das modifizierte Instrument ProwisT kann von Trainer/innen zum Abgleich des eigenen professionellen Wissens und damit für eine individualisierte Kompetenzentwicklung genutzt werden. Außerdem kann es als Standard für Trainerausbildungen, Trainingsanbieter und Personalabteilungen dienen.
Collapse
|
13
|
Seeg B, Gauglitz IK, Schütz A. Explaining and enhancing training transfer: a consumer-centric evaluation of a leadership training. HUMAN RESOURCE DEVELOPMENT INTERNATIONAL 2021. [DOI: 10.1080/13678868.2021.1904351] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Affiliation(s)
- Belinda Seeg
- Department of Psychology and Competence Center of Personnel Psychology, University of Bamberg, Bamberg, Germany
| | | | - Astrid Schütz
- Department of Psychology and Competence Center of Personnel Psychology, University of Bamberg, Bamberg, Germany
| |
Collapse
|