Skip to main page content
U.S. flag

An official website of the United States government

Dot gov

The .gov means it’s official.
Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

Https

The site is secure.
The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

Access keys NCBI Homepage MyNCBI Homepage Main Content Main Navigation
Comparative Study
. 2014 May 2:9:53.
doi: 10.1186/1748-5908-9-53.

Organizational impact of evidence-informed decision making training initiatives: a case study comparison of two approaches

François Champagne, Louise Lemieux-Charles  1 , Marie-France Duranceau, Gail MacKean, Trish Reay
Affiliations
Comparative Study

Organizational impact of evidence-informed decision making training initiatives: a case study comparison of two approaches

François Champagne et al. Implement Sci. .

Abstract

Background: The impact of efforts by healthcare organizations to enhance the use of evidence to improve organizational processes through training programs has seldom been assessed. We therefore endeavored to assess whether and how the training of mid- and senior-level healthcare managers could lead to organizational change.

Methods: We conducted a theory-driven evaluation of the organizational impact of healthcare leaders' participation in two training programs using a logic model based on Nonaka's theory of knowledge conversion. We analyzed six case studies nested within the two programs using three embedded units of analysis (individual, group and organization). Interviews were conducted during intensive one-week data collection site visits. A total of 84 people were interviewed.

Results: We found that the impact of training could primarily be felt in trainees' immediate work environments. The conversion of attitudes was found to be easier to achieve than the conversion of skills. Our results show that, although socialization and externalization were common in all cases, a lack of combination impeded the conversion of skills. We also identified several individual, organizational and program design factors that facilitated and/or impeded the dissemination of the attitudes and skills gained by trainees to other organizational members.

Conclusions: Our theory-driven evaluation showed that factors before, during and after training can influence the extent of skills and knowledge transfer. Our evaluation went further than previous research by revealing the influence--both positive and negative--of specific organizational factors on extending the impact of training programs.

PubMed Disclaimer

Figures

Figure 1
Figure 1
Knowledge creation logic model .
See this image and copyright information in PMC

References

    1. Davidson EJ. In: Program Theory in Evaluation Challenges and Opportunities: New Directions. Rogers PJ, Hasci TA, Petrosino A, Huebner TA, editor. San Francisco: Jossey-Bass; 2000. Ascertaining causality in theory-based evaluation; p. 18.
    1. Von Krogh G, Nonaka I, Rechsteiner L. Leadership in organizational knowledge creation: a review and framework. J Manag Studies. 2012;49(1):240–277. doi: 10.1111/j.1467-6486.2010.00978.x. - DOI
    1. Nonaka I, Toyama R, Konno N. SECI, ba and leadership: a unified model of dynamic knowledge creation. Long Range Plann. 2000;33(1):5–34. doi: 10.1016/S0024-6301(99)00115-6. - DOI
    1. Walshe K, Rundall TG. Evidence-based management: from theory to practice in health care. Milbank Q. 2001;79(3):429–457. doi: 10.1111/1468-0009.00214. - DOI - PMC - PubMed
    1. Lavis J, Davies H, Oxman A, Denis J-L, Golden-Biddle K, Ferlie E. Towards systematic reviews that inform health care management and policy-making. J Health Serv Res Policy. 2005;10(Suppl 1):35–48. doi: 10.1258/1355819054308549. - DOI - PubMed

Publication types

LinkOut - more resources