The Imotance of Training and Devlopment in Health Care
The Importance of Training and Development in Health Care Beverly White HCS/341 Tracy Mileski The Importance of Training and Development in Health Care The health care industry is as diverse as the persons it serves. Constant change in medicines, procedures and mandates cause the need for higher education and continual training. Education and training provide the foundation for a knowledgeable staff. The expectation of life-long change within the health system develops a staff ready for change culminating in adaptation of diverse situations with each individual patient need.
The health organization that incorporates teaching among staff shows investment in the survival of the facility. The organization will be proficient in “systematic problem solving, experimentation with new approaches, learning from…experiences…, and transferring knowledge quickly and efficiently throughout the organization. ” (Gumas, Borkowski, Deckard, & Martel p44, 2011). Creative thinking is necessary to implement directional plans for further education and training to match the organizational vision.
The emergency department may experience the most diverse events. Reaction from staff must be prompt and with continuity of the team. The ER staffs have the necessary certificates to obtain employment. Management creates teams who connect with each other. Due to the extreme risk of the ER department, “…teamwork is a critical component of a safe health care system. ” (Weaver, Salas, Lyons, Lazzara, Rosen, Diaz, Granados, Grim, Augenstein, Birnbach, & King p369, 2010). Excess errors in immediate treatment, for example trauma, will destroy the trust in the community.
Avoidance of persons needing treatment will bring financial disaster to the entire facility. Litigation will increase bringing the facility to bankruptcy. The strategy for effective training for the ER department (but can be used universally) includes the establishment of reliability in the team to reduce errors. The strategy is accomplished by pinpointing key behaviors; “…communication, assertiveness, leadership, and decision making to situational awareness and adaptability. ” (Weaver, Salas et. al p372, 2011). When diverse scenarios are enacted as a tool for training, the cknowledgement of physical limitations provide data necessary to implement continuous training. The measurement of the performance of the ER team may be conducted by video recording their simulations. The team is evaluated and given the immediate opportunity to review the tape. Individuals of the team will assess themselves in the communication with the team and the patient. Management will assess trainee behavior, what the trainee learned, reactions of the trainee, and potential patient outcomes based on the individual and team reenactment. (Weaver, Salas et. l p373, 2011). These measurements begin the process of determining the effectiveness of the actual training. The four-level model for assessing the success or demise of training provides information in terms of profit/loss of the entire organization as well as the attitudes of staff regarding the provided training. Level 1 involves the reaction of the trainee by providing a scale rating system of how ‘happy’ the staff is with how the instruction was given correlating in optimal understanding. Level 2 evaluates how management perceives is learned by the trainees.
Level 3 determines the behavior of the trainee through observation of management. Questions that may be answered are; is the employee comfortable in the action, does the employee exhibit clarity of mind during the demonstration, does the employee work well with others? Level 4 reveals the end result of the training. The inclusion of feedback to the employee; the response from the employee; the effectiveness of the productivity to increase satisfaction and to decrease error; creates improvising continued training. (Gomez-Mejia, Balkin, Cardy p264, 2010).
Previously mentioned, qualified applicants already possess certifications necessary for consideration. The future investment in human resources factored in potential growth of the organization. Recruitment should not be the primary tool used to fill needed positions. Management’s evaluation of individual performance may be used to target staff, internally, who exhibit growth potential. Training and financial assistance for higher education are inclusions of the benefit package. Benefits should exhibit reciprocity. The personal example managers may display to staff is, ‘I made it this far, so can you. The sharing of what potential a degree in the staff’s desired personal development gives inspiration and dedication to the success of the organization. “Individuals with professional qualifications and membership of a professional institution are estimated to achieve both higher earnings, and be more likely to be employed across a lifetime, in comparison to individuals with no professional qualifications. ” (Gumus, Borkowski, et. al p47, 2011). The idea of greater potential earnings increases employee satisfaction and reduces recruitment costs.
The projected need of the type of employee necessary to meet the demands of the consumer, governmental mandates, and technology advances, dictate constant change. The perfect management system creates an atmosphere of support through exemplification of professional integrity and intuition of individual and team potential. Encouragement of self improvement strengthens the core of what makes the machine work. The importance of training and development equates longevity of business and longevity of the dedication of staff. References Gomez-Mejia, L. R. , Balkin, D. B. , & Cardy, R. L. (2010). Managing Human Resources(6th ed. : Prentice Hall. Gumus, G. , Borkowski, N. , Deckard, G. J. , & Martel, K. J. (2011). HEALTHCARE MANAGERS’ PERCEPTIONS OF PROFESSIONAL DEVELOPMENT AND ORGANIZATIONAL SUPPORT. Journal of Health & Human Services Administration, 34(1), 42-63. Retrieved from EBSCOhost. Weaver, S. J. , Salas, E. , Lyons, R. , Lazzara, E. H. , Rosen, M. A. , DiazGranaados, D. , & … King, H. (2010). Simulation-based team training at the sharp end: A qualitive study of simulation=based team training design, implementation, and evaluation in healthcare. Journal of Emergencies, Trauma & Shock, 3(4), 369-377. Doi:10. 4103/0974-2700. 70754