Workplace performance–PLUS: Empowerment and voice through professional development and democratic processes in health care training

Based on the theory of transformative learning (Mezirow, 1980) and critical pedagogy (Freire, 1980), mixed‐methods research (Tashakkori & Teddlie, 1998) of a hospital workers' union and training organization addressed the impact of a custom‐designed, group‐focused, results‐driven professional development model with 130 participants. Employees across many job titles participated. Findings reveal substantial content learning, along with the development of empowerment and voice. The purpose of the research was to determine the ways and the extent that worker voice, satisfaction, attitude, communication, and problem solving improved as workers and managers put into practice knowledge and skills learned through the training (Winchester, 2003). The scope of results includes efficiency and skill improvements and qualitative changes intersecting professional and personal realms.