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The overall goal of science is to build a valid and reliable body of knowledge about the functioning of the world and how applying that knowledge can change it. As personnel and human resources management researchers, we aim to contribute to the respective bodies of knowledge to provide both employers and employees with a workable foundation to help with those problems they are confronted with. However, what research on research has consistently demonstrated is that the scientific endeavor possesses existential issues including a substantial lack of (a) solid theory, (b) replicability, (c) reproducibility, (d) proper and generalizable samples, (e) sufficient quality control (i.e., peer review), (f) robust and trustworthy statistical results, (g) availability of research, and (h) sufficient practical implications. In this chapter, we first sing a song of sorrow regarding the current state of the social sciences in general and personnel and human resources management specifically. Then, we investigate potential grievances that might have led to it (i.e., questionable research practices, misplaced incentives), only to end with a verse of hope by outlining an avenue for betterment (i.e., open science and policy changes at multiple levels).

Achieving reliable instrument reprocessing requires finding the right balance among cost, productivity, and safety. However, there have been few attempts to comprehensively examine sterile processing department (SPD) work systems. We considered an SPD as an example of a socio-technical system – where people, tools, technologies, the work environment, and the organization mutually interact – and applied work systems analysis (WSA) to provide a framework for future intervention and improvement.

The study was conducted at two SPD facilities at a 700-bed academic medical center servicing 56 onsite clinics, 31 operating rooms (ORs), and nine ambulatory centers. Process maps, task analyses, abstraction hierarchies, and variance matrices were developed through direct observations of reprocessing work and staff interviews and iteratively refined based on feedback from an expert group composed of eight staff from SPD, infection control, performance improvement, quality and safety, and perioperative services. Performance sampling conducted focused on specific challenges observed, interruptions during case cart preparation, and analysis of tray defect data from administrative databases.

Across five main sterilization tasks (prepare load, perform double-checks, run sterilizers, place trays in cooling, and test the biological indicator), variance analysis identified 16 failures created by 21 performance shaping factors (PSFs), leading to nine different outcome variations. Case cart preparation involved three main tasks: storing trays, picking cases, and prioritizing trays. Variance analysis for case cart preparation identified 11 different failures, 16 different PSFs, and seven different outcomes. Approximately 1% of cases had a tray with a sterilization or case cart preparation defect and 13.5 interruptions per hour were noted during case cart preparation.

While highly dependent upon the individual skills of the sterile processing technicians, making the sterilization process less complex and more visible, managing interruptions during case cart preparation, improving communication with the OR, and improving workspace and technology design could enhance performance in instrument reprocessing.

This chapter explains why college-educated Latinas, the daughters of working-class Latino immigrant parents, are disproportionately entering the teaching profession in the United States.

This qualitative study relies on secondary statistical data, an analysis of regional trends and 40 in-depth face-to-face interviews with Latina teachers that work in Southern California elementary schools.

Teaching has traditionally been a white woman’s occupation, but it is now the number one career drawing college-educated Latina women, who are entering the teaching profession at greater rates than African Americans or Asian Americans. Current scholarship posits that teaching is a career that resonates with Latina women’s racial-ethnic solidarity and feminine sense of duty to help others. In this chapter, we show how class background is also a key in understanding why the teaching profession has emerged as the top occupational niche for college-educated Latina women. While racial uplift, gender ideals, and family socialization help explain why college-educated Latinas are going into teaching, we add an emphasis on socio-economic class, demographic and structural context, and collectively informed agency.

This study sheds light on the factors that shape upward mobility and career outcomes in white-collar jobs for minority students and second generation Latinas, the children of immigrants.

This chapter offers a sociological analysis that suggests Latina teachers navigate their educational and career choices with collective-informed agency and strong obligations to family members. To best understand why Latina/Chicana college graduates are increasingly concentrated in the teaching profession, we advocate an intersectionalities approach that takes class seriously.