Date of Conferral

8-26-2025

Degree

Ph.D.

School

Management

Advisor

Hamid Kazeroony

Abstract

Training perceived as irrelevant or insufficient may lead to disengagement, lower performance, and even burnout, particularly in high-stress healthcare environments. The specific research problem is that Lebanese hospitals fail to adopt tailored training strategies that effectively enhance healthcare workers’ perceptions of their performance. The purpose of this qualitative interpretive phenomenological study was to explore the lived experiences of hospital employees in Lebanon, focusing on how ongoing training influenced their perceived job performance. Social learning theory, organizational learning theory, and institutional theory grounded this study. The participants comprised nine hospital administrators in Beirut. Data were collected using in-depth, semistructured interviews. Ten themes emerged from the thematic analysis. The first five themes include: (a) satisfaction and perceived impact; (b) professional growth and skill advancement; (c) organizational culture, support, and alignment; (d) training design, delivery, and relevance; (e) accessible and supportive learning environments. The remaining themes are: (f) systemic and logistical training barriers, (g) emotional intelligence and mental health support, (h) patient safety and emergency preparedness, (i) engagement and internal motivation, and (j) peer, interdisciplinary, and operational learning. Findings underscore the importance of culturally sensitive, accessible, and contextually relevant training programs in fostering individual development and institutional effectiveness. The implications for positive social change include the potential for hospital administrators and policymakers to strengthen the healthcare workforce’s continuous training to improve performance and patient care in Lebanon.

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