Factors affecting interorganizational learning networks in youth care services: What do we know and what are the research gaps?

Abstract

Background

Children with behavioral and psychological problems and their families often need integrated care involving innovative methods such as Signs of safety and Wrap-around care. The implementation of these methods depends on interdisciplinary collaboration and the capacity to learn and innovate by the professionals concerned, often participating in interorganizational learning networks. The aim of this scoping review is to provide an overview of the characteristics of learning organizations that affect the learning and innovative performance of interorganizational networks in youth care services.

Method

We used the databases Scopus, PsycInfo and PubMed. We included 24 of the 166 papers that emerged from our literature search. We subsequently used the High-Performance Organizations framework and its characteristics (organization design, strategy, process, technology, leadership, individuals and roles, culture, and external orientation) as a basis for analyzing the literature.

Results

The reviewed papers often stressed the importance of leadership, communication and culture for learning networks, but were less specific about the practical implementation of these factors. We also found less emphasis in the literature on the conditions required to organize learning networks, in particular the external orientation of networks and the use of technology.

Conclusion

The literature on factors that affect the learning and innovation potential of learning networks in youth care services is sparse. It focuses on common learning features and less on organizational conditions. There should be a particular emphasis on establishing competent workforces with excellent skills in the areas of cross-organizational collaboration and the use of technology. We advise more research into the impact of networks on the outcomes of youth care services.