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Open com­mu­ni­ca­tion and shar­ing

of best prac­tices are ab­so­lutely crit­i­cal in the day-to-day op­er­a­tions of health­care. The way learn­ing is pro­vided should be the same. How can a col­lab­o­ra­tive learn­ing de­sign work for health­care or­ga­ni­za­tions? How can you en­cour­age staff to share ideas, dis­cuss, and learn along­side their peers?

These five best prac­tices

were pre­sented in a we­bi­nar on June 7. The en­tire we­bi­nar can be ac­cessed at ModernHealth­­lab­o­ra­tive.

1 Most em­ploy­ees de­cide whether to leave an or­ga­ni­za­tion within their first year.

High turnover neg­a­tively im­pacts or­ga­ni­za­tions, but why do em­ploy­ees leave? Three pri­mary rea­sons: First, new em­ploy­ees find they didn’t fully un­der­stand the or­ga­ni­za­tional im­pacts around ben­e­fits and com­pen­sa­tion. Sec­ond is the “boss ef­fect.” “Peo­ple leave jobs be­cause of dis­agree­ment, or just plain dis­like for their su­per­vi­sor,” said Steve Dob­berowsky, Prin­ci­pal of Thought Lead­er­ship and Ad­vi­sory Ser­vices for Cor­ner­stone On­De­mand, a work­force re­cruit­ing and train­ing com­pany. And fi­nally, em­ploy­ees feel their train­ing and de­vel­op­ment needs are not be­ing ad­dressed. En­gage­ment dips, and they’re not given the op­por­tu­nity to move lat­er­ally or up­ward on the scale.

2 On­line learn­ing can bring in­ter­pro­fes­sional teams to­gether across a health­care or­ga­ni­za­tion.

On­line learn­ing sys­tems are a valu­able tool for health sys­tems with large ge­o­graphic foot­prints. Through on­line learn­ing, in­ter­pro­fes­sional teams can work and learn to­gether around sim­i­lar topics and ini­tia­tives. “At San­ford Health, we have more teams com­ing to­gether to col­lab­o­ra­tively of­fer our pa­tients co­or­di­nated health­care ser­vices,” said Linda Heerde, En­ter­prise LMS Op­er­a­tions Man­ager of San­ford Health, an in­te­grated health sys­tem with 43 hos­pi­tals and 250 clin­ics. “This model is not only emerg­ing here at San­ford, but also across the coun­try.”

3 The mod­ern learner seeks au­ton­omy and col­lab­o­ra­tion.

Tra­di­tion­ally, work­force train­ing is pro­vided through a build-and-push strat­egy, but to­day’s mod­ern learner seeks more of a “pull” approach where the re­sources are made avail­able for self-con­sump­tion. It is ex­pected that when em­ploy­ees go to a class­room train­ing, they ap­ply the learn­ings as they come back to their jobs. But a just-in-time, short con­sum­able, on-de­mand train­ing is more ef­fec­tive for knowl­edge re­ten­tion over the long term. Learn­ers can only re­tain 5 per­cent of what they hear and 10 per­cent of what they read. How­ever, they re­mem­ber more than 50 per­cent of what they learn through dis­cus­sion and in­ter­ac­tion. Adopt­ing a con­tin­u­ous col­lab­o­ra­tive learn­ing model leads to greater re­ten­tion by em­ploy­ees, and con­tin­u­ous em­ployee de­vel­op­ment through a steady stream of learn­ing that re­in­forces new ideas.

4 Mea­sure en­gage­ment from col­lab­o­ra­tive learn­ing ini­tia­tives.

Each col­lab­o­ra­tive learn­ing ini­tia­tive should be mea­sured for en­gage­ment. “At San­ford, we mea­sure en­gage­ment through the num­ber of com­mu­nity mem­bers in the en­vi­ron­ment on a fre­quent ba­sis, the num­ber of views, post­ings and com­ments, and the qual­ity of dis­cus­sions em­ploy­ees are hav­ing with each other,” Heerde said. To spread the ben­e­fits of col­lab­o­ra­tive learn­ing, it needs to be mar­keted to ad­di­tional groups within the or­ga­ni­za­tion.

5 Or­ga­nized col­lab­o­ra­tive learn­ing ini­tia­tives are the most suc­cess­ful.

It’s im­por­tant to des­ig­nate a project man­ager for each ini­tia­tive, as project man­agers are re­spon­si­ble for keep­ing project time­lines mov­ing, and serve as a point of con­tact for em­ploy­ees who have ques­tions or ideas. It’s also im­por­tant to plan out the con­tent of a learn­ing en­vi­ron­ment—what should be in­cluded, and how it’s or­ga­nized. Make sure the en­vi­ron­ment is easy to use and ac­cess, so em­ploy­ees get a streamlined ex­pe­ri­ence. If the en­vi­ron­ment be­comes over­whelmed with too much con­tent, or ir­rel­e­vant con­tent, peo­ple will not con­tinue to use it.

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