Unit 2 Flashcards
(100 cards)
1
Q
Five Disciplines of the Learning Organization
A
- systems thinking
- personal mastery
- team learning
- mental models
- shared vision
2
Q
Characteristics of Learning Organizations
A
- understand its role in developing employees
- > minimum requirements for education, training
- provide financial support for development
- know that staff development ↑
3
Q
training
A
knowledge and skills needed for specific purpose
4
Q
education
A
more formal and wider scope than training
5
Q
staff development responsibilities
A
- numerous people in organization responsible
- formal responsibility often rests w/ education dpt
- education dpt and unit manager roles may overlap
- staff development sometimes decentralized
6
Q
adult learning theory
A
- mature
- self-directed
- focused on problem-solving in immediate environment
- need to know why something is important
7
Q
adult learning theory obstacles
A
- may not enjoy learning for its own sake d/t problem-solving
- lack of time
- lack of energy
- institutional barriers
8
Q
social learning theory
A
learning from others in social context
9
Q
four processes of social learning theory
A
- learn from direct experience of effects of actions
- learn via vicarious experiences
- learn by judgements expressed by others
- use inductive, deductive logic to evaluate trustworthiness of new info
10
Q
readiness to learn
A
- learner’s background
- maturational, experiential factors
11
Q
motivation to learn
A
inform learners of benefits early
12
Q
reinforcement of learning
A
- early attempts may be unsuccessful
- once mastered, repeat until internalized
13
Q
task learning
A
break concept into parts from easiest to most difficult
14
Q
transfer of learning
A
- make training environment similar to work environment
- require adequate practice and overlearning
- use variety of situations
- ID important steps or features
- learner must understand
- basic principles
- that completion will vary
15
Q
span of memory
A
- ability to retain info influences effectiveness of learning
- repeated rehearsal, group, highly organized learning, chunking
16
Q
chunking
A
presenting items separately, then together
17
Q
knowledge of results
A
- inform learner of results
- must be
- automatic
- immediate
- meaningful
18
Q
reasons for staff development
A
- establish competence
- meet new learning needs
- interest in specific areas
19
Q
sequence for development educational programs (6 steps)
A
- ID preferred knowledge or skills needed
- determine present level of knowledge or skill
- ID knowledge or skill deficit
- determine available resources
- effectively use available resources
- evaluate and test results
20
Q
It can be difficult to _____ evaluation of development activities.
A
control evaluation
21
Q
Evaluation of staff development activities must bo beyond what 3 measures?
A
- completing an eval form
- signing forms
- assigning a preceptor
22
Q
Thorough eval of staff development activities should include what four components?
A
- learner’s rxn
- behavior change
- organizational impact
- cost-effectiveness
23
Q
goal of IOM Roundtable on Evidence-Based Medicine
A
90% use of EBP by 2020
24
Q
_____ and _____ share responsibility for the use of EBP.
A
individual and organization
25
barriers to implementation of EBP
* time
* organizational culture
* lack of EBP knowledge and skills
26
socialization
learning behaviors associated w/ each role via
* instruction
* observations
* trial and error
27
reality shock
for new nurses, results from different priorities of managers vs instructors
28
tools to ease reality shock
* anticipatory socialization
* plan time for sharing, clarifying values and attitudes in orientation
* watch for signs of role stress/overload
* support, encourage values of new nurses
* offer role transition classes
* TTP programs
29
resocialization of experienced nurse
* when experienced nurse takes on new role
* difficult transition
* expert → novice
* familiar → unfamiliar
30
orientation for resocializing nurse should include
* awareness of challenges
* acknowledgement and use of expertise
* development, **regular update** of special orientation materials
31
Socialization of new managers is often \_\_\_\_\_.
neglected
32
Managers have significant influence on _____ and \_\_\_\_.
**productivity** and **retention**
33
What factor affects the orientation time of managers?
whether or not the role is filled by a former manager
34
Guidance in new management role should come from what 3 sources?
* immediate supervisor
* peers
* mentor
35
New managers may experience role _____ and \_\_\_\_\_.
* role **ambiguity**
* role **overload**
36
issues in socializing international nurses
* language
* culture
* psychological dissonance r/t
* anxiety
* homesickness
* isolation
37
Ethical obligation to socialize international nurses continues after \_\_\_\_\_.
arrival
38
characteristics of role models
* effective or inspiring
* experienced, competent nurses
* passive relationship
* have cumulative effect
39
characteristics of preceptors
* experienced RN working 1:1 with new nurse
* best match: willing preceptor
* don't overuse them
* ↓ workload
* consider incentive pay
40
characteristics of mentors
* use education to provide role clarification
* consciously decide to help protege
* relationship more
* long-term
* encompassing
41
4 phases of mentoring relationship
1. finding and connecting
2. learning and listening
3. changing and shifting
4. mentoring others
42
two ways to overcome motivational deficiencies
* positive sanctions
* negative sanctions
43
coaching
helping others maximize their performance
44
Coaching is one of the most important tools to reach what three goals?
* empowering employees
* modifying behavior
* developing a cohesive team
45
types of coaching
* long-term
* short-term
46
Leadership is responsible for ensuring _____ is embraced.
diversity
47
Socialization and learning needs vary by \_\_\_\_\_.
culture
48
When meeting the educational needs of a culturally diverse staff, management should ensure staff the opportunity to identify existing _____ and \_\_\_\_\_.
existing **biases** and **prejudices**
49
Educational staff should be aware of _____ differences and how to _____ them.
* **cultural** differences
* **overcome** them
50
planned change
calculated effort to make something happen
51
coping with rapid change
* significant challenge
* critical leadership competency
52
drivers of change in modern health care
* rising costs
* declining reimbursements
* new quality requirements
* evolving tech
* ever-expanding knowledge base
* aging population
53
Most health-care organizations are in a state of _____ \_\_\_\_\_.
constant change
54
change by drift
unintended change
55
change agent
person with expertise in theory and implementation of planned change
56
Attempts to change often fail because of _____ \_\_\_\_\_.
poor planning
57
three parts of Lewin's change theory
* unfreezing
* movement
* refreezing
58
components of unfreezing stage of Lewin's change theory
* convincing
* motivating
* avoidance
59
motivation in Lewin's change theory
feelings of guilt, anxiety, concern → discontent, grasp of need for change
60
In the unfreezing stage of Lewin's change theory, lots of energy can be devoted to _____ change.
avoiding
61
Effective leaders address topics others _____ when trying to unfreeze.
avoid
62
In the unfreezing stage of Lewin's change theory, the change agent _____ a group to change, _____ competing \_\_\_\_\_, and _____ the need for change.
* **induces** a group
* **removes** competing **priorities**
* **highlights** the need
63
In the movement stage of Lewin's change theory, tactics are \_\_\_\_\_, \_\_\_\_\_, and _____ by the change agent.
* identified
* planned
* executed
64
In Lewin's change theory, movement cannot happen until _____ forces exceed _____ forces.
**driving** forces exceed **restraining** forced
65
2 significant elements of movement phase of Lewin's change theory
* timing
* planning
66
Dealing with stress of change is a \_\_\_\_\_-\_\_\_\_\_ leadership skill.
high-level
67
In the movement phase of Lewin's change theory, what two things can (but should not) lead a change agent to delay?
* fear
* ambiguity
68
2 responsibilities of change agent in refreezing phase of Lewin's change theory
* providing support
* reinforcing behaviors
69
acceptance phase of Lewin's refreezing stage
* can take 3-6 mo
* change agent must stay involved
70
driving forces in Lewin's change theory
* forces pushing a system toward change
* desire to please others
* higher salary
* desire for recognition
71
restraining forces in Lewin's change theory
* forces that prevent change
* conformity
* aversion to risk
* fear of unknown
72
Driving and restraining forces create a state of \_\_\_\_\_.
equilibrium
73
In Lewin's change theory, change occurs when _____ forces ↑ or _____ forces ↓.
**driving** forces ↑ or **restraining** forces ↓
74
stages of change model
adaptation of Lewin's model
75
stages of change
* precontemplation
* contemplation
* preparation
* action
* maintenance
76
precontemplation phase
no plans to change
77
contemplation phase
considering change
78
preparation phase
intention to change soon
79
action phase
behavior modified
80
maintenance phase
* change is maintained
* relapse is avoided
81
classic change strategies
* rational-empirical
* normative-reeducative
* power-coercive
82
rational-empirical strategy uses
current research
83
rational-empirical strategy goal
support change
84
rational-empirical strategy assumptions
* lack of knowledge
* rationality of people
85
rational-empirical strategy best when
* ↓ resistance expected
* change is seen as sensible
86
normative-reeducative strategy uses
group norms + peer pressure
87
goal of normative-reeducative strategy
socialize, influence others to affect change
88
normative-reeducative assumptions
* people are
* social creatures
* influenced ↑ by others than by facts
89
role of power in normative-reeducative strategy
* legit power base unnecessary
* gained via relationships
90
power-coercive strategy uses power by
* legit authority
* economic sanctions
* political clout
91
power-coercive strategy assumptions
* people
* are set in their ways
* only change if rewarded or forced
92
Choice of classic change strategy depends on what two factors?
* power of change agent
* anticipated resistance
93
requirements for change agent before they can effect change
* know stages of change
* be adept in use of strategies
94
resistance
expected response to change
95
Change creates \_\_\_\_\_. Some conflict should be \_\_\_\_\_.
* creates **instability**
* conflict should be **anticipated**
96
factors affecting amount of resistance to change
* whether mandatory or proactive
* type of change: tech easier than social/customary/normative
* individual differences
* **lack of trust**
97
approaches to overcoming resistance
* traditional: autocratic leadership style
* modern: ID and implement strategies to minimize resistance
98
strategies to minimize resistance
* encourage open discussion
* share post-change vision
* ID and work with those who will promote change
* help workers ID benefit to them
99
requirements for planned change as a collaborative process
* communication
* inclusion of everyone affected
100
When communication is lacking during change, _____ and _____ take over.
**gossip** and **rumors**
