Docstoc

Teamwork

Document Sample
Teamwork Powered By Docstoc
					    Teamwork
            1



SHARON BELL BUCHBINDER,
   R.N., PH.D. TOWSON
       U N I V E R SI T Y

  JON M. THOMPSON, PH.D.,
JAMES MADISON UNIVERSITY
2
            What is a Team?
                    3




 A team is a group of people, with
 complementary skills who are
 committed to a common approach for
 which they hold themselves mutually
 accountable, working together to
 achieve a common goal.
           What is a Team?
                   4


 Because the health care needs of
 patients cut across an
 organization’s different disciplines
 or functions, it is important that
 inter-disciplinary clinical teams be
 set up to ensure the delivery of
 safe, effective, and timely care.
             Short vs Long Term
                         5


 In addition, teams can be organized to address a
  short-term, quality assurance problem, such as
  “Why did Mrs. Jones fall out of bed?” or long-
  term problems, such as preventing harm to all
  patients in all aspects of care.
 Task forces require teamwork, focus on a specific
  agenda, have a limited term of tenure, and
  disband when a report or book is issued.
                   Committees
                          6

 Committees usually have a person for whom this
  area is their full-time job, but representatives of
  multiple disciplines, and areas of the organization
  are required to examine problems and to implement
  organizational policy decisions.
 Even when members change, the committee lives on.
 Teamwork in Healthcare Organizations
                          7




 Hospitals grew out of religious orders and nuns
  and monks provided healthcare to the poor.
 Prior to the late 1700’s and early 1800’s, medical
  training was an apprenticeship and there were no
  university trained nurses.
                     Nursing
                          8



 The U.S. Civil War and the Crimean War fueled the
  development of the nursing profession with
  training in hospitals.
 As the field of nursing evolved, nursing education
  moved out of strictly hospital training programs
  into university-based settings.
                     Medicine
                          9

 The American Medical Association (AMA) was
  formed in 1842 to discuss the appalling lack of
  quality in US medical schools and their products—
  physicians.
 In 1910, Abraham Flexner, working at the Carnegie
  Foundation, published Medical Education in the
  United States and Canada, calling for dramatic re-
  organization of the US medical education system.
           Healthcare Management
                          10

 The University of Chicago founded the first
  program in health administration in 1934 under
  the leadership of Michael M. Davis.
 Davis used the expertise of medical, social service
  administration, and business faculty to create an
  interdisciplinary model of education for healthcare
  managers.
                  The Challenge
                          11

 Formal teamwork educational training for
  physicians and nurses is rare.
 Conflicts between physicians and nurses are often
  due to physicians refusal to embrace teamwork.
 The Institute of Medicine has recommended that
  healthcare organizations develop effective teams.
           Clinical vs. Managerial
                          12



 Physicians and nurses work from a clinical
  framework, advocating at the individual level for
  patients and families.
 Healthcare managers are trained to look at
  population level and organization-wide issues.
                 Goal Alignment
                            13


 To engage medical staff, managers need to
  promote alignment between hospitals and
  physicians through the use of shared goals,
  especially patient safety.
 Understanding physicians and promoting
  interdependence on trustworthy teammates is
  critical in achieving safe, effective patient care.
           Benefits of Effective Teams
                               14


 Teams that are empowered to be innovative and
 rewarded for performance:
    improve coordination and quality of care,
    use of health care services more efficiently,
    increase job satisfaction among team members,
    increase patient satisfaction, and
    increase productivity.
              Service Line Teams
                          15


Specialized hospital services can benefit from
  “service line” team approaches that show:
 increased trust among staff,
 shared goals, and
 greater patient satisfaction.
              Higher Level Managers
                            16

For this audience, the answer lies in the bottom line:
 improved communication,
 increased productivity,
 decreased absenteeism,
 increased job satisfaction, and
 decreased nursing turnover.
                Teams and Turnover
                               17

 Nursing turnover costs are around $65,000/RN.
 Retention of nursing staff saves:
   the costs of using agency or traveler nurses,
   replacing lost nurses and training new ones,
   and loss of productivity from burdening the remaining staff.

 Effective teamwork can mean lower service costs
  in the millions of dollars.
           The Costs of Teamwork
                         18

Costs of teamwork include:
 Meeting time, along with a place to meet and food
  and coffee,
 the costs of trying to arrange a time that’s
  convenient for most of the participants, and
 opportunity costs, i.e, how that time might have
  been better spent.
         Additional Teamwork Costs
                           19

 Hard-to-measure interpersonal costs associated
  with having to work with other people, develop
  mutually respectful behaviors and trust,
 risk-taking associated with letting go of one’s turf,
 potential embarrassment of looking bad in a
  group, and
 resistance to organizational change.
              Tuckman’s Stages
                         20

 Forming: getting oriented to the team goals and
  each other, finding out what the tasks are, and who
  they will be working with.
 Storming: intragroup conflict, attempts at
  dominance, passive-aggressive behavior, along
  with information withholding, and other forms of
  resistance to team tasks and goals.
               Tuckman’s Stages
                          21

 Performing: peace breaks out and team members
  actually begin the work at hand, have open
  dialogue with one another, and share information
  to accomplish the team’s goals.
 Adjourning: team members have worked together
  over a long period of time, have developed respect
  for one another, and like each other as individuals
  and the team as a whole and become sad that they
  are disbanding.
          Dysfunctional Teams
                          22


 Dysfunctional teams create significant costs to the
  organization in terms of human resources and
  opportunity costs.
 These costs mean that teamwork may not always
  be as efficient as other forms of problem-solving
  and decision-making.
                  Bad Decisions
                          23

 Efficient team function can only occur when each
  carefully selected team member knows the goal(s) of
  the team.
 Without team advocates in each of the areas affected
  by decisions, implementing a unilateral decision can
  become a healthcare manager’s worst nightmare.
               Who’s on the Team?
                            24

 Questions to can ask when assigned to a team:
   What are the goals of the team?

   How will they be measured?

   What are the short-term and long-term deadlines?

   When and where does the team meet?

   To whom do I report?

   What is my role on the team?

   What are my responsibilities in that role?
                 Good Managers
                           25

 Good managers don’t mind if a new staff member
  makes a list of questions and asks for clarification
  and direction.
 Coaching, mentoring, and guiding are all part of
  the manager’s role.
 Good managers want thoughtful observations
  from a new perspective: yours.
 Getting the Right Team Members
                         26

Real world healthcare management problems are
  complex, complicated, and messy.
 Tame problems can be defined; wicked
  problems are difficult to define and not easily
  resolved (Drinka & Clark, 2000). You need to
  have every involved area’s input to analyze a
  wicked problem, because it won’t be solved by
  one person--or one discipline.
 Most problems fall across the continuum.
      Assessing Potential Teammates
                          27


Does this person:
 Belong to an area that’s affected by the problem at
  hand?
 Have the knowledge, skills, and disposition to do
  the tasks at hand?
 What role will this person play on the team?
      Assessing Potential Teammates
                         28


 Have the authority to make decisions and
  implement recommendations?
 Follow-through on assignments and tasks and
  meet deadlines?
 Think beyond the confines of a department or
  discipline?
 Work collaboratively and respectfully with other
  disciplines?
      Assessing Potential Teammates
                          29


 Have the ability to defuse tensions and de-escalate
  conflict?
 Have a sense of humor?
 Have a good reputation within the organization as
  a team player?
        Myers-Briggs Type Indicator
                         30


 Myers-Briggs Type Indicator (MBTI) is a paper and
  pencil personality inventory used for
  understanding differences in team members’
  personalities, based on Jung’s theory of
  psychological types.
 Assesses four domains and four subsets within
  those domains on a four-by-four grid.
31
      You’re getting a
     what in my HCM
       381 class ???




32
                         MBTI
                             33

 Vertical axis is the Introvert-Extrovert scale;
  horizontal axis is the Sensing-Intuitive scale.
 Within each of the four quadrants of this grid are
  two more axes—the Perceiving-Judging axis and the
  Thinking-Feeling axis.
 Not everyone on the team can be the leader at the
  same time.
                       MBTI
                           34


 Good followers are needed, too. These people may
  be more on the end of the sensing, introverted,
  intuitive end of the axis on the MBTI, rather than
  the extroverted end.
 Not everyone in the workforce population is
  suited, by their personality type, to function well
  on a team.
           Team Member Selection
                          35


 Judicious use of the MBTI can assist in the
  assessment of a person’s leadership versus
  followership mode.
 Oftentimes, experience and the oral history of the
  healthcare organization where you work is the best
  predictor of selecting good team members.
           Team Communication
                        36




 Frequent, positive communications improve team
  interactions and increase trust.
 Organizations that empower their employees
  promote employee job satisfaction.
              Communication & Trust
                                37

 Nurses who feel they have:
   access to opportunity,

   honest relationships,

   open communication with peers and managers,

   and trusted their managers were more likely to be attached to
    their organizations and have higher job satisfaction.
            Honest, Safe Dialogue
                          38


 Healthcare managers should facilitate open, safe,
  and honest dialogue between management and
  care production teams and within the teams
  themselves.
 The process should involve care production team
  members in process improvement.
                   Training
                        39


 To improve relationships between team members
 and nurse managers, more training is needed, both
 in the clinical and relationship management
 arenas.
                  360 Feedback
                          40

 Diversity training has to be part of team and
  leadership training.
 The patient-centered care model must emphasize
  caring for patients and 360 degree feedback, where
  nurses and technicians evaluate each other, should
  be implemented for assessment, communicated to
  team members, and used as a management tool for
  continuous quality improvement.
41
           Interpersonal Conflict
                        42


Eisenhardt, Kahwajy and Bourgeois (1997) found
  that teams with minimal interpersonal conflict
  had the same six strategies.
“Team members:
 worked with more, rather than less information,
  and debated facts;
 developed multiple alternatives to enrich the
  level of debate;
 shared commonly agreed upon goals;
                Focus on the Facts
                           43

 injected humor into the decision process;
 maintained a balanced power structure; and
  resolved issues without forcing consensus.”
 By keeping the focus on the facts and not on
  personalities, and communicating in an open,
  honest, and safe forum, the teams were able to have
  fun and be productive.
    Crew Resource Management
                        44

 Crew Resource Management (CRM), in the high-
  stakes airline industry, has been developed to
  address attitudes, change behavior, and improve
  performance.
 Sexton, Thomas and Helmreich (2000) have
  applied crew resource management research to the
  hospitals, where stakes are also high, and lives
  depend on the smooth functioning of the
  healthcare team.
                       CRM
                          45


 Senior surgeons were least likely in favor of
  teamwork and flat hierarchies.
 Medical staff responded that teamwork was
  imperative, but that they were not encouraged to
  report safety concerns.
 Doctors and nurses differed widely in their
  opinions regarding teamwork.
                        CRM
                           46

 Almost three-quarters of surveyed intensive care
  physicians reported high levels of teamwork with
  nurses, but less than half of the nurses felt the
  same way.
 These results point to the need for a more realistic
  appraisal of safety concerns, improved
  communication between team members, and
  enhanced team training for healthcare
  professionals, in all disciplines and specialties.
     Managing Healthcare Teams
                           47

 Healthcare teams often fail due to resistance to
  organizational change and lack of effective
  leadership.
 Effective leadership includes fostering good
  communication.
 At the first meeting, the leader should obtain names,
  all phone numbers, email addresses, and any other
  way the team members can be contacted.
          Guidelines for Teamwork
                           48




 One of the things a team leader can do to facilitate
 good communication early in the life of the team,
 is to establish guidelines for expected behaviors,
 processes, and outcomes in a written document.
          Guidelines for Teamwork
                          49

 Does not have to be complicated and can be used
  as a 360 degree evaluation tool for the performance
  of individual members of the team.
 Helps avoid the social loafer or free-rider
  syndrome, where a member of the team does
  nothing, but gets credit for the work done by
  others.
               Best Performance
                         50


To attain top performance the team leader must
  understand:
 who the teammates are,
 what they need, and
 have the ability to build consensus.
     Team Process: The How To’s
                         51

 Maginn (1995) recommends that the team leader
  go around the table and ask each person his or her
  ideas about the problem.
 Acknowledge each idea, recording it as the team
  member speaks.
 Wait for people to respond to the question—and to
  each other.
 Don’t interrupt, and don’t let others interrupt a
  person when he/she has the floor.
          Team Process: The How To’s
                           52

 Ask critics for ideas and suggestions, getting those
  negative comments out on the table so they can be
  addressed.
 The team leader should remain calm, open-minded,
  and non-defensive.
 At the end, the team leader should thank everyone
  for their thoughtful comments, and summarize what
  she heard and ask for clarification.
           Next Steps: Homework
                           53

 Who is willing to do what task, research?
 What process is should be used for reporting to each
  other?
 The team leader should send a summary of the
  meeting to everyone on the team, and include a list
  of steps that need to be taken before the next
  meeting.
 Communication that includes everyone is critical for
  buy-in and cooperation.
               Building Trust
                          54


 Bring reliable information to the team.
 Accurate data and demonstrated skill at your work
  informs the team members that you are competent
  –and trustworthy
 Do what you say you are going to do! (Maginn,
  1995).
          Conflict Management
                           55

Maginn’s (1995) strategies for conflict resolution:
 Bargaining: If the choices are equally good, then
  bargaining can be a good tool; if the choices aren’t
  equal, then it may not be a good tool.
 Voting is democratic, but also bears the weight of
  potentially taking a team to the incorrect choice.
            Conflict Management
                         56


 Problem solving means taking time to answer the
  “what if” scenarios of each alternative. “If we do
  this, then that might happen.
 Research is safe, but you may have time-pressures
  that preclude the team from doing an in-depth
  study.
            Conflict Management
                          57


 Third-party mediation is probably a win-win,
  especially if the third-party is the boss.
 Alternatives are listed, the pros and cons of each
  alternative are provided, and the assessment plan
  for each alternative is in place.
58

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:34
posted:2/8/2012
language:English
pages:58