Browsing by Author "Maynard, Travis, committee member"
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Item Open Access A policy-capturing study of preferences for differing training factors(Colorado State University. Libraries, 2016) Willis, Colin, author; Kraiger, Kurt, advisor; Cleary, Anne, committee member; Fisher, Gwen, committee member; Maynard, Travis, committee memberThe present study applied policy-capturing, a methodology in which subjects act as their own control, to assess the utility of 32 different training scenarios. These scenarios were composed from levels of four different cues, or components, of training: whether the trainee was a new hire or tenured employee, whether the training content taught human or technical skills, whether the training method was classroom-based, computer-based, a blend of the two, or mobile-based, and whether the learning occurred individually or as part of a group. These cues were fully crossed to build the scenarios, so that participants saw every possible combination of the cues across the scenarios. Participants, who on average reported working fulltime, being with their organization for at least six years, and taking over 30 training courses across their career, were asked to rate these scenarios on how useful the training would be for them and for their job and to give an overall rating to the scenario. Additionally, participants reported their prior training experience, motivation to learn, role conflict, role overload, role ambiguity, and age. It was hypothesized that: (a) Each cue would each explain a significant proportion of variance in scenario ratings; (b) participants would combine cues interactively, and these interaction terms would explain a significant proportion of variance in scenario ratings; (c) more motivated to learn participants would combine cues interactively more frequently than less motivated participants; (d) more potentially stressed individuals would prefer less restrictive training methods (i.e., computer-based or mobile-based methods); (e) more experienced participants would combine cues interactively more frequently than less experienced participants; and (f) scenario ratings would decrease as age increased. Results were modeled at two levels – between and within subjects – and the results supported the notion that potential trainees have stable preferences for different training scenarios, these preferences vary across prior training experience and motivation to learn, and conceptions about training are formed prior to training. These results support the future exploration of training preferences, specifically how other cues might influence preferences, whether these preferences influence later training evaluations, and whether designing future training to match, even generally, the preferences of trainees improves training learning or transfer outcomes.Item Open Access Characterizing medical and nursing student communication using verbal listening behaviors and closed loops in simulated health care delivery(Colorado State University. Libraries, 2015) Rosser, Paul M., author; Makela, Carole, advisor; Barley, Gwyn, committee member; Gloeckner, Gene, committee member; Maynard, Travis, committee memberFew issues are more unsettling than the persistent threats to patient safety from medical errors; communication failure among providers is among the leading causes for medical errors (The Joint Commission, 2012). Significant reduction of medical errors is constrained by a lack of understanding for the causes of communication failure; the bulk of knowledge about communication failure is known after such failures result in medical errors. The problem addressed in this dissertation is the lack of tools to study provider-provider communication in progress. The study included here aims to demonstrate one means by which provider-provider communication can be successfully characterized. Few studies of provider-provider communication during care delivery have been conducted. Some understanding of information exchanges has been provided from studies by communication and listening scholars in health care and in other fields where precise communication is essential. However researchers lack the ability to recognize the specific components in an information exchange between two or more providers that indicate communication has succeeded or failed. These conditions leave new studies without testable theories and offer no reasonable basis for hypotheses about communication failure. This study employed an exploratory inquiry strategy and leveraged verbal listening behaviors in closed loop communication (CLC) to identify characteristics of communication. Observations were conducted of medical (MD) and nursing (RN) student teams managing Emergency Medicine (EM) simulations. Observers accessed the videotaped EM encounters at the Center for Advancing Professional Excellence (CAPE) at the University of Colorado Denver's Anschutz Medical Campus (UC/AMC). Students' verbal listening behaviors were used to characterize their exchanges of information; CLC provided a framework to identify and position the listening behaviors in exchanges of information. This study had three goals, which were revised based on learning gained from the study. 1. To identify specific steps in provider-provider exchanges of information where communication succeeds and fails--is revised to--To characterize the exchanges of information among the MD and RN student teams during simulated care delivery. 2. To describe the characteristics of communication sufficiently to assess outcomes of communication loops not being closed--is deleted as data gathered did not support this goal and the goal was determined to exceed the scope of the study. 3. To recommend hypotheses to study to inform providers' communication curriculum, professional development, and subsequent research--The exploration and data supported this goal and it was retained. Hypotheses for future studies are detailed. Competencies and decision-making: Hypothesis One. There is a negative correlation between students' demonstration of specific communication competencies and specific clinical decision-making competencies in the same simulation of care delivery. Researchers should consider study participants' level of communication education and/or practice experience when deciding the type and number of competencies to be evaluated in the study. Level of communication skill and competencies: Hypothesis Two. There is no relationship between IP teams whose members are closely matched with respect to their level of acquired communication skill and their ability to demonstrate communication competencies. The data suggests that researchers should minimize disparities among study participants' education and/or practice experience. Nonverbal behaviors: Hypothesis Three. There is no relationship between nonverbal behaviors and the ability to more thoroughly identify the contributing factors for successful and unsuccessful communication. This study and the literature make a case for nonverbal behaviors to supplement, expand, and give clues to underlying issues in the associated verbal behaviors. Hypothesis Four. There is no relationship between increasing acuity of the care delivery encounter and the number of information exchanges that end in closed loops. Provider-provider observational studies demonstrate as acuity of the condition being treated increases participants' listening behaviors increase and, in some cases, communication competency declines. Educators and providers need precise understandings of communication failure to confidently advise changes to curriculum and practice and produce the health professions work force to deliver that care.Item Open Access Cheating on online assessment tests: prevelance and impact on validity(Colorado State University. Libraries, 2014) Cavanagh, Thomas M., author; Kraiger, Kurt, advisor; Gibbons, Alyssa, committee member; Henry, Kim, committee member; Maynard, Travis, committee memberOnline tests are a relatively efficient way to assess large numbers of job candidates and are becoming increasingly popular with organizations. Due to their unproctored nature, however, online selection tests provide the potential for candidates to cheat, which may undermine the validity of these tests for selecting qualified candidates. The purpose of this study was to test the appropriateness of utility theory as a framework for understanding decision-making in regard to cheating on an online cognitive ability test (CAT) by manipulating the probability of passing the test with cheating, the probability of being caught cheating, and the value of being caught cheating in two samples: 518 adults recruited through Amazon mTurk, and 384 undergraduate students. The probability of being caught cheating significantly affected performance on the CAT for the mTurk sample, but not for the student sample, and significantly moderated the relationship between CAT score during session one and CAT score during session two for the student sample. Neither the probability of being caught cheating nor the value of being caught cheating significantly affected CAT performance or validity in either sample. Findings regarding the prevalence and effectiveness of cheating are discussed.Item Open Access Exploring experiences of burnout, engagement, and social support networks: a qualitative study of hospital medicine physicians(Colorado State University. Libraries, 2019) Robinson, Dea, author; Korte, Russell, advisor; Balgopal, Meena, committee member; Han, Heeyoung, committee member; Maynard, Travis, committee memberStudies on burnout and engagement for US physicians have resulted in few changes to improve the lives of affected physicians who suffer from the negative effects of burnout that include negative effects to patient care. Research has suggested that physician social support networks can provide protections against burnout that theoretically would lead to a more engaged physician. This qualitative study was conducted to understand the nature of hospitalist experiences of burnout, engagement and social support networks for 15 hospital medicine physicians (i.e., hospitalists). Two sources of burnout related to hospitalist leaders and hospitalists (non-leader role) emerged: (a) lack of hiring authority, (b) lack of business support, and (c) disruptive peer behavior. Sources of burnout for hospitalists (non-leader) came from: (a) unrealistic expectations from a boss and (b) stress from the employment contracting process, and (c) enough time in the day to finish work. Sources of engagement came from: (a) time spent with patients during difficult diagnosis, (b) appreciation expressed from patients, and (c) meaningful connections with patients. Social support networks for hospitalists were represented by: (a) clinical support, (b) non-clinical support; and (c) leader support. Social support networks were influenced by the quality of relationships hospitalists had with their boss and degree of support received from their leaders. Implications from the study suggested burnout and engagement are separate constructs; engagement is defined differently by hospitalists and their leaders, and sources of stress that lead to burnout need to be identified to enact effective interventions.Item Open Access Mental models and feedback reactions: how knowledge and belief structures relate to the acceptance of feedback(Colorado State University. Libraries, 2014) Garrison, Lauren L., author; Gibbons, Alyssa, advisor; Kraiger, Kurt, committee member; Rhodes, Matthew, committee member; Maynard, Travis, committee memberFeedback acceptance has been found to be an integral step in the feedback-development process and increasing acceptance is a prime goal of performance appraisal and human capital management. This study investigated how feedback receivers' mental models for professional skills relate to their acceptance of professional skill feedback. University students participated in a leaderless group discussion and completed multiple measures of mental model knowledge and belief structure before receiving and responding to feedback. The hypothesis that knowledge structure accuracy would predict feedback acceptance was supported for multiple measures, while a significant relationship was not found for belief structure. The results of this study support the propositions of multiple theories and lend promise to the practical value of understanding and influencing mental models for employee learning and development.Item Open Access Mentor-mentee match in workplace mentoring relationships(Colorado State University. Libraries, 2017) Marshall, Alyssa D., author; Kraiger, Kurt, advisor; Gibbons, Alyssa, committee member; Conner, Bradley, committee member; Maynard, Travis, committee memberMentoring programs are increasingly common in organizations. However, little research has addressed the optimal way to pair mentors and mentees together on deep-level characteristics. Person-Environment Fit Theory provides two possible ways to conceptualize fit. Supplementary fit emphasizes the importance of similarity, and complementary fit emphasizes the importance of meeting one another's needs. This study examined the effects of supplementary and complementary fit between mentors and mentees on three mentoring outcomes – relationship effectiveness, mentee learning, and mentee job performance. This study is unique in that, to the best of my knowledge, this is the first study to assess multiple conceptualizations of mentor-mentee fit, and to examine their respective impacts on outcomes for mentees. I collected data from 145 mentor-mentee pairs employed in various universities, and analyzed it using structural equation modeling. A revised measurement and structural model was a good fit to the data. The results suggest that both supplementary and complementary fit significantly and independently predict mentoring relationship quality, which in turn, predicts mentee job performance. Neither conceptualization of fit directly predicted mentee learning. The results of this study imply that organizational mentoring programs should assess both supplementary and complementary fit between mentors and mentees. By doing so, organizations can take steps towards ensuring that employees have high quality mentoring relationships and that mentees will be able to perform their jobs to the best of their abilities. This study is valuable in that it has clarified the relationship between mentor-mentee match and outcomes of workplace mentoring. However, future research should aim to replicate these findings with mentor-mentee samples in other fields and industries.Item Open Access Risk adjusted critical care patient outcomes: a comparative analysis of critical care staffing, tele-ICU adoption, and ICU performance in relation to bedside staffing and engagement with tele-ICU(Colorado State University. Libraries, 2014) Hawkins, Helen Allison, author; Strathe, Marlene, advisor; Chermack, Tom, committee member; Gloeckner, Gene, committee member; Maynard, Travis, committee memberTelemedicine in a hospital intensive care unit, or tele-ICU, allows board-certified, critical care intensivist physicians and nurse practitioners to monitor multiple ICU patients twenty four hours a day, seven days a week (24/7) via a remote command center equipped with a network of audio-visual equipment and computer systems that provide real time access to patient data (Goran, 2012). Hospitals implement tele-ICU to address the increasing scarcity of trained intensivist resources (Jarrah & Van der Kloot, 2010), to provide improved safety through redundancy, and to enhance outcomes through standardization (Goran, 2010; Rufo, 2011). Whether at the bedside or via tele-ICU, staffing an ICU with board certified intensivist physicians is a best practice recommendation that has been shown to improve patient outcomes such as mortality and length of stay (Young, Chan, Lu et al., 2011). The purpose of this study was to evaluate multiple ICUs from a single U.S. hospital system in 2012 to determine if there were significant differences in the levels of adoption of tele-ICU and if so, assess the impact of varying levels of adoption on patient outcomes, specifically risk adjusted length of stay and observed versus expected mortality. Tele-ICU adoption was defined as the decision of ICU staff to make full use of tele-ICU resources to proactively co-manage patient care and ensure best practice adherence. Other ICU organizational factors such as bedside intensivist staffing pattern, ICU leadership effectiveness, and ICU employee engagement were also evaluated. Study results indicated significant differences in the level of adoption across the eight ICUs in the study. ICUs with low tele-ICU adoption had less than one order per patient stay compared to nearly 10-12 orders per patient stay for the ICUs with the highest levels of adoption. Significant differences were also found in both ICU and hospital observed versus expected patient lengths of stay based on level of tele-ICU adoption. A calculation was proposed and used to assess the observed versus expected mortality at the patient level across the groups based on level of adoption. Although the results mirrored the trend found in the length of stay results, differences were not significant. The study also found that ICUs with the lowest level of tele-ICU adoption and the longest lengths of stay were the ICUs staffed with intensivists at the bedside 24/7. Findings from this study suggested that the level of adoption of tele-ICU should be taken into account in future studies that evaluate patient outcomes. Future research should also evaluate the root causes of lack of tele-ICU adoption, and attempt to validate the findings in this study that patient outcomes are better when tele-ICU is fully adopted. Future studies should also attempt to measure and validate the costs and benefits of tele-ICU in conjunction with ICU staffing patterns, best practice adherence, and other organizational performance constructs that impact both the bedside and tele-ICU staff such as teamwork, culture, climate, communications, and collaboration. Studies that evaluate the optimal mix of ICU intensivist staffing should take into account the existence of tele-ICU, along with the level of adoption by bedside staff, as a component of the overall ICU staffing model.Item Open Access Validating and implementing the informal learning behavior scale(Colorado State University. Libraries, 2019) Willis, Colin Michael Groden, author; Kraiger, Kurt, advisor; Fisher, Gwen, committee member; Cleary, Anne, committee member; Maynard, Travis, committee memberThe present study developed and tested a measure of informal learning behaviors for the workplace. Informal learning refers to any learning that occurs outside of formal and structured instructional settings. The literature has recently called for validated and reliable measures of informal learning, following a growing body of evidence that informal learning is both extremely prevalent in the workplace and important to high performance at work. Two connected studies were conducted to address this gap in the literature. In the first, a thorough literature review was conducted to identify a subset of informal learning that was intentional and observable at work. Six dimensions of informal learning were proposed to meet these criteria: planning, socializing, reflecting, experimenting, adapting, and scanning. Items were written and reviewed by subject matter experts. Participants were recruited from a research pool and an online MTurk pool to respond to the initial set of items and several additional scales used for convergent and discriminant validation. Analyses found strong support for a 23-item, five-factor model combining the planning and scanning dimensions and strong relationships between the dimensions and metacognition, motivation to learn, learning goal orientation, and a prior informal learning scale. Conversely, there were weak or negative relationships between the dimensions and prove performance goal orientation, as hypothesized. The second study was conducted to confirm the 23 item, five-factor model of the scale in a new, organizational sample and collect additional validity evidence by testing a model linking informal learning to self-regulation, support for learning, and job performance. Participants completed measures of the informal learning behavior scale, sleep quantity and quality, occupational self-efficacy, and support for learning in the organization. Responses were then matched to archival performance data. Analyses confirmed the hypothesized structure of the scale but found only some support for the proposed model. Sleep had no impact on either occupational self-efficacy or informal learning behaviors. Perceived support for learning was not related to informal learning behaviors. Occupational self-efficacy was related to informal learning, and the experimenting dimension predicted both job performance and job potential. The resulting scale is a reliable measure of five informal learning behavioral dimensions with a developing body of validity evidence supporting its use.Item Open Access Videogame-based learning: a comparison of direct and indirect effects across outcomes(Colorado State University. Libraries, 2017) Sanchez, Diana R., author; Kraiger, Kurt, advisor; Gibbons, Alyssa, advisor; Maynard, Travis, committee member; Troup, Lucy, committee member; Prince, Mark, committee memberRecent years have shown a rise in the application of serious games used by organizations to help trainees learn and practice job related skills (Muntean, 2011). Some sources have projected a continued growth in the development and application of video games for novel purposes (Sanders, 2015). Despite the increasing use of video games for workplace training, there is limited research evidence to justify the use of video games for learning. Additionally, this research has generated mixed results on the utility of serious games (Guillen-Nieto & Aleson-Carbonell, 2012). One contribution of this study is a review of the research literature to understand why videogame-based learning research is producing inconsistent results. From this review, I present several current challenges in the research literature that may be contributing to these inconsistencies; distinguishing videogames from similar training media, identifying game characteristics, exploring the possible mechanisms in the training experience, differentiating training outcomes, and making accurate implications for research. The purpose of this study is to design and test a new approach to game-based learning research that would explore the context in which games are effective learning tools. This study tested and expanded the model from Garris et al.'s (2002) game-based learning I-P-O model to determine the extent to which one game characteristic (i.e., human interaction) influences two training outcomes (i.e., declarative knowledge and affective states), as well as the possible mechanisms through which this occurs. The present study found that active learning is a mechanism through which human interaction influences both declarative knowledge and affective states. Although the effect size was large for affective states, it was small for declarative knowledge. The mediating effect of active learning was greater for the relationship between human interaction and affective states than for the relationship between human interaction and declarative knowledge. I also found that perceived value mediates the relationship between human interaction and affective states.