Introduction
The role of leaders in healthcare service provision remains a critical factor in determining the levels of efficacy that can be attained in achieving work objectives and managing emerging trends. Researchers indicate that the fast changing demands of the society towards getting better health services are based on emerging models. There is also a clear balance between customer value, staff competency, skills, organizational objectives, strategies and technological consideration.
The latter ought to be attained because it is critical in determining how effective an organization can operate (Valdmanis, Rosko & Mutter, 2008). Based on this consideration, this paper explores the role of training and technological transfers in Tufts Medical Center under the leadership of Aly Landry. Training aids in curbing the negative impacts of emerging trends by preparing and equipping staff with adequate knowledge.
A brief background of Tufts Medical Center
Tufts Medical Centre is a biomedical research and medical institution located at the centre of Boston Theatre District. The hospital was founded as a training institution in 1796 and has since grown into a full time adult and children hospital with a maternity service, pediatric facility and an operating trauma center (Tufts Medical Center, 2013). Besides, the institution is a major learning center for Medical students at Tufts University School of Medicine (Tufts Medical Center, 2013). It is important to note that leadership under the department of training at Tufts has been keen in offering training that meets with the current technological and patient care demands.
Training and technology transfer department at Tufts Medical Centre
Training is one of the best platforms that the management in this hospital has embarked on in order to generate high levels of performance and technological know-how. The training department has been playing a very essential role of producing competent workers thus linking the organization with its vision, objective and goals.
Aly Landry is the manager in the helm of training of Tufts Medical Center. He has a wide experience in this field of operation. He has worked in the hospital since 2002. He started as a senior human resource coordinator whereby he handled hiring, reference assessment and candidate screening (Tufts Medical Center, 2013). He was made a training specialist in 2007 and charged with responsibilities that include administration and training for all core system users, senior management and the hospital management (Tufts Medical Center, 2013).
Training and technological transfer
Shortell and Kaluzny (2006) indicate that all aspects of management should be aligned towards articulating the demands and objectives of an organization while employing the best strategies that meet all technological mandates. They continue to say that old mechanistic methods of providing healthcare service should be shed off and should include systems that involve training of staff and the use of technology. The latter can be assimilated to generate effectiveness and competence.
As the controlling factor, Aly has sought to provide clear outlook of the demands of his training department in terms of the expected roles of all supportive departments so as to provide the necessary framework for their operations (Tufts Medical Center, 2013).
Training in organizations is the best platform for institutional development and ultimate progress that enables an increase in productivity and profitability. In his model of organization learning, Peter Senge argued that learning creates capacity of an organization to embrace continued focus whereby all achievements or failures are seen to have important room for improvements (Shen & Eggleston, 2009). Most healthcare givers have been keen in employing learning systems to improve performance of workers and gain competitive edge in the market.
Trends impacting on learning
The question of effectiveness of the process of learning and technological transfer on the practice of learning in Tufts Medical Centre and the impact of emerging trends are worth examining since they play such a critical role in defining the ability of the hospital to progress and equip its staff with adequate skills. Of particular interest is the need to understand why several health service providers are facing greater challenges in implementing organizational learning ideals despite being theoretically and practically proven that training results into positive development. Some of the trends examined below include the changing technological environment and competition.
Technological environment
The ability of any organization to fully and effectively articulate its duties rests on its position to keep up with the fast changing technological development. A management that seeks to incorporate high customer value and effective staff training must adopt a system that keeps abreast with the current technology since it is critical in the realization of learning goals and sustainability. These new developments have impacted the learning progress of the Tufts Center by putting pressure on its leadership to offer continuous training and impart fresh skills and avoid hiring new staff (Tufts Medical Center, 2013).
To achieve this objective, the institution has increasingly turned to research and development methods that create faster and more articulate mechanisms that can facilitate the required interlink between new technologies and learning needs.
Competition
Competition in healthcare industry in the United States has been ubiquitous with other similar service providers offering stiff competition in provision of healthcare. The provision of adult and children treatment by use of emergent technologies, better facilities and intelligent staff by the different competitors has created rivalry and competition. This has been vital in this institution especially when it comes to seeking ways of improving its position in terms of facilities, efficiency and competency in the provision of medical care.
Besides, under the leadership of Aly and with help from its other departments, Tufts Center has sought to critically examine its weaknesses, strengths and threats so as to generate the best mechanisms in offering unique services (Tufts Medical Center, 2013).
Analysis and conclusions
Organizations must assimilate a culture of institutional learning which factors the need to progress staff knowledge, skills and abilities in handling emerging trends. This is a key element in determining competency. My view is that training of staff and technological transfer must be carefully mentored as main tools that can give an institution the correct direction towards greater levels of productivity. As majority of health services managers will agree, dealing with current emergency cases requires the adoption of better technology and adequate skills. So far, Tufts Medical Centre has made major progress and success following its assimilation of high standard of training.
Finally, the manner in which a leader in an institution views the need for organization leaning is indeed important. It came out in this paper that although most leaders approve staff training, its implementation is rather difficult because it requires careful coordination and focus towards trends and continued change of systems. The concept of emerging trends is particularly emphasized to be a problem because it is often conceived as a platform to disapprove previous existing systems. It is against this consideration that healthcare institutions ought to establish robust model of evaluating their employees’ progress and current healthcare demands.
References
Shen, Y. & Eggleston, K. (2009). The effect of soft budget constraints on access and quality in hospital care. International Journal of Health Care Finance and Economics, 9(2), 211-233.
Shortell, S. M. & Kaluzny, A. D. (2006). Health Care Management: Organizational Design and Behavior (5th Ed.). Clifton, NY: Delmar. Print.
Tufts Medical Center (2013). Training at Tufts Medical Centre. Web.
Valdmanis, V., Rosko, M., & Mutter, R. (2008). Hospital quality, efficiency, and input slack differentials. Health Services Research, 43(5), 1830-1848.