When you arrive:1. Complete The Four Types page.

*Pay attention to the directions regarding rows & columns

2. Complete the Twenty C’s of Teamwork page *Review the list and select the 5 characteristics/values that you think are most important for working in teams to serve children with neurodevelopmental disabilities

Teamwork

Carole IveyLEND Seminar 1– Fall 2017

What is Teamwork?

•http://www.youtube.com/watch?v=TRZnTfRingg&feature=results_main&playnext=1&list=PL9E49E21F32B1D764

Think about the teamsyou are on...

What are these teams? Who is on the teams? Are they positive or negative

experiences? Why?

Definition of Team“a small number of people with complementary skills who are committed to a common purpose, performance goals, and approach for which they hold themselves mutually accountable”

--- Katzenbach and Smith (2003)The Wisdom of Teams, p. 45

Groups vs Teams“A group..coming together to work on an assignment is not the same thing as a well-functioning team”

(Oakley, Felder, Brent, & Elhajj, 2004, p. 13)

Groups•Individual accountability

•Come together to share information and perspectives

•Focus on individual goals

•Produce individual work products

•Define individual roles, responsibilities, and tasks

Teams•Individual & mutual accountability

•Frequently come together for discussion, decision making, problem solving, and planning.

•Focus on team goals

•Produce collective work product

•Define individual roles, responsibilities, and tasks to help team do its work; often share and rotate them.

Groups

•Concern with one’s own outcome and challenges

•Purpose, goals, approach to work shaped by manager

Teams

•Concerns with outcomes of everyone and challenges the team faces

•Purpose, goals, approach to work shaped by team leader with team members

From Managing Teams for Dummies, 2013

Think about your experience…

Was it a team?

Why or Why not?

Why Teams?•In the US, ½ of the workers belong to at least one team at work.

•Teams are used by used at least 50% of the larger US companies and 100% in places like Japan and Sweden

•Healthcare and public service corporations have the highest use of team (81%)

From Group Dynamics (Forsyth, 2005)

Interdisciplinary Teamwork Literature

•Manage care from a variety of systems•Improve quality of outcomes•Enhance safety•Increase job satisfaction•Legislation•Professional standards

Rationale for Teamwork: Beyond the Law

• Work culture and potential collegiality• Diverse perspectives enhance quality directions and outcomes• Influence of context on learning• Characteristics of clients• Recommended practices

Components of Teamwork?

Essentials for Teamwork Organizational Structure Administrative LeadershipShared ValuesInterpersonal Relationships

TrustCommunication

Teamwork SkillsTeam development FeedbackCommunication Decision-makingConflict Resolution Team meetings

Core Competencies for Interprofessional Collaborative Practice (2016)

• Values/Ethics

• Roles Responsibilities

• Interprofessional Communication

• Teams & Teamwork

Interprofessional Education Collaborative (2016). Core Competencies for Interprofessional Collaborative Practice: Report of an Expert Panel. Washington, DC. Retrieved from: https://ipecollaborative.org/uploads/IPEC-Core-Competencies.pdf

Teams & Team Development

Organization Structure

children

Parents

PsychologyDept

PT/OT/Speech

Teachers

Special Education

Social Work

Three models for team interaction Adapted from Garland, C.G., McGonigel, M.J, Frank, A., & Buck, D. (1989). The transdisciplinary model of service delivery. Lightfoot, VA:Child Development Resources. Component Philosophy of

team interaction

Family Role Lines of Communication

Staff Development

Assessment Process

Individualized Plan Development

Individualized Plan Implementation

Multi-disciplinary

Team members recognize the importance of contributions from several disciplines.

Generally, families meet with team members separately by discipline.

Lines of communication are typically informal. Members may not think of themselves as part of a team.

Staff development generally is independent and within individual disciplines.

Team members conduct separate assessments by disciplines

Team members develop separate plans for intervention within their own disciplines.

Team members implement their plan separately by discipline.

Inter-disciplinary

Team members are willing and able to share responsibility for services among disciplines

The family may or may not be considered a team member; may work with whole team or just representatives.

The team meets regularly for case conferences, consultations, etc.

Staff development is frequently shared and held across disciplines.

Team members conduct assessments by discipline and share results.

Goals are developed by discipline and shared with the rest of the team to form a single service plan.

Team members implement parts of the plan for which their disciplines are responsible.

Trans-disciplinary

Team members commit to teach, team and work across disciplinary boundaries to plan and provide integrated services.

Families are always members of the team and determine their own roles.

The team meets regularly to share information and to teach and learn across disciplines (for consultations, team building, etc.

Staff development across disciplines is critical to team development and role transition.

The team participates in an arena assessment, observing and recording across disciplines.

Staff and families develop plan together based on family concerns, priorities, and resources.

Team members share responsibility and are accountable for how the plan is implemented by one person, with the family.

Teamwork Models:Multidisciplinary Team

LEADERParent

TeacherSpecial Ed.

Teacher

Speech-LanguageTherapist

Social Worker

Thomas, Correa, Morsink (2001)

Interdisciplinary Team

Adapted from Thomas, Correa, Morsink (2001)

Assessment Meeting

PT

PH

SW

SE

OT

SP

PA

PSYAPE

Transdisciplinary Team

Adapted from Thomas, Correa, Morsink (2001)

AssessmentPlacement Decision

Program Implementation

PT

OT

GC

SP PA CO

APE

SESW

LEND Teamwork•Virginia Autism Clinic•LEND Interdisciplinary Clinics

•Use transdisciplinary model•Assess together•Problem solve plan together•Write assessment based on child’s needs/categories vs profession-oriented categories

The Four TypesCarole K. Ivey, PhD, OTR/L

Adapted from Dr. Tony Alessandra’s The Platinum Rule

The Four Types Assessment

The Four TypesIf Column 1 is Highest column –

you are a Director

Take charge; competitive; task focused; achievers; strong willed

If Column 2 is Highest column –you are a Socializer

Optimistic; fast paced; emotional; love to have a good time; enthusiastic; impulsive; expressive.

If Column 3 is Highest column –you are a Relater

Easygoing; slower-paced, diplomatic, predictable, persistent, modest, accommodating, friendly

If Column 4 is Highest column –you are a Thinker

Careful; precise; formal; private about their thoughts; reserved; logical and seekers of reason; inventive, reflective

The Four Types Subtypes

Alessandra The Platinum Rule

Interacting with Different Types

Relater

Relater

Socializer

Socializer

Relater

Relater

Relater

Relater

Socializer

Socializer

Director

Director

Relater

Relater

Socializer

Socializer

Director

Thinker

Using the Four Types in your Teams

1. Think about yourself; learn about yourself

2. Learn about your team members

3. Consider how to better interact with your team members

4. Consider your team as a whole

Organizational Values for Teamwork

• We’re all in this together-company, customers and suppliers

• No subordinates and superiors allowed• Open, honest communication is vital• Everyone has open access to information• Focus on processes

Examples of Shared Values• We believe every student can learn.• All team members are valuable and their ideas

& opinions must be sought.• Our purpose is to work together to make the

child successful in life - here and beyond school.

• We respect and trust each other and show it in a variety of ways.

Agenda for First Meeting• Introductions by Team Members • Discuss your “Types”• Team-building activity - Commonality• Discuss values• Decide on team name

DECISION MAKING

Decision –Making MethodsDecision by authority

•Appointed leader/manager makes a unilateral decision

Decision by minority•Small group within team exerts their influence over entire team

The Democratic process•Majority of team members agree

Decision by consensus•Finding a proposal that is acceptable to all

Consensus

“A win-win decision in which all team members

become committed to the successful

implementation of the shared agreement”

Reaching Team Consensus1. State the problem clearly2. Gather all points of view3. Make a list of alternate solutions4. Discuss the pros and cons of the alternatives5. Combine ideas that work together6. Compromise to include the values and

concerns of all members whenever possible7. Reach a consensus if possible.

ConsensusAfter the decision has been

reached, all members can say “although I may not completely agree with every detail of the

team’s decision, I can support it and help carry it out because it was reached through a fair and

open process that considered my point of view.”

LET’S MAKE A DECISION……

TEAM MEETINGS

Why are Team Meetings Important?

•We are social animals – needing to feel a sense of belonging.

•Through meetings we get to know other team members.

•Through meetings we get to support each other’s ideas.

•Meetings are an opportunity to engage in constructive conflict.

Importance of meetings…• Meetings enable team decision making opportunities

• Meetings enable the team to solve problems

• Meetings can be fun

• Meetings are a time to share information

• Meetings keep everyone involved, committed, and responsible

From Skill-Building for Self-Directed Team Members by Ann and Bob Harper

What Goes Wrong at Meetings1. Getting off subject2. No goals or agenda3. Too lengthy4. Poor/inadequate

preparation5. Inconclusive6. Disorganized7. Ineffective

leadership/lack of control

8. Irrelevant info discussed

9. Time wasted10. Starting late11. Not effective for making

decisions.12. Internal and External

Interruptions13. Individuals dominate14. Rambling, redundant or

digressive discussion15. No published

results/follow-up actions16. No premeeting,

orientations/cancelled

Taken from How to Lead Work Teams by Fran Rees

Four Categories of Unskilled, Ineffective Meetings

1. No clear meeting objective or purpose2. Ineffective meeting processes3. No closure or follow-up4. Disorganization in planning or running

the meeting

Leading a Participative Meeting

L – Lead with ObjectivesE – Empower to FacilitateA – Aim for ConsensusD – Direct the Process

Taken from How to Lead Work Teams by Fran Rees

Focusing a Meeting• Use a pre-meeting memo to communicate

meeting objectives.• Read and post objectives for all to see.• Use the meeting agenda to let people

know what activities to expect/how long.• At the beginning, use an activity that

includes everyone.• Set general rules or norms for the meeting.• Ascertain the expectations of group

members at the beginning of the meeting.

Ground Rules• Informal directives set by the team• Strike a balance between

• Completing work of the group (task)• Keeping relationships among members

positive (process)• Ground rules can be:

• Logistical (e.g., start time/end time, no interruptions)

• Behavioral (e.g., confidential, speak openly, listen)

Participant Roles•Facilitator/Team Leader

•Explain task - Help deal with•Clarify Ground Rules domination•Lead an icebreaker - Keep pace•Include all - Refocus•Catalyze follow-up assignments and check for understanding of assignments

•Timekeeper•Recorder•Monitor

Agenda for Regular Meetings• Warm-up or Check-In

• Agenda Review

• Status reports on action items/assignments from last meeting

• Issues to be discussed/decided

• Review progress relative to work plan and schedule

• Assignments for work to be done in meeting and in between meetings

• Review action items from this meeting

• Draft agenda for next meeting

• Evaluate meeting

Teamwork Handbook (p. 3.56 or page 3.4)

Evaluation of Teamwork and Team Functioning

Carole IveyInformation taken from

Deborah DiazGranados, PhDSchool of Medicine

Effective teams…• Reflect on past performance• Self-correct following a critical event

• Discuss what happened and why it happened

• Resolve miscommunications•Share expectations

Smith-Jentsch, Zeisig, Acton, & McPherson, 1998

Guided Team Self Correction

Team briefings and debriefings are commonly used as a means of

•Team building•Collectively make sense of their environment•Develop a shared vision for how to proceed in the future

Guided Team Self Correction

Information Exchange/Situation

Monitoring

Communication

Supporting Behavior

Initiative/ Leadership –Followership

Information Exchange/Situation Monitoring

•Proactively asking for or obtaining information from another team member or other information source

•Anticipating and responding to information needs

•Providing periodic situation updates which summarizes the big picture

Communication•Communicating clearly and concisely

•Avoiding discipline specific terminology

•Using standard reporting protocols with all relevant data when appropriate

•Avoiding excessive verbage to communicate information in a timely manner

Supporting Behavior•Provided help to others

•Monitoring and correcting team errors

•Making other’s aware of potential errors

•Providing and requesting backup or assistance to balance workload

Initiative/Leadership -Followership

•Offering/seeking suggestions for the team plan or mission

•Setting goals

•Providing and requesting goals/directions/ priorities

•Providing organizational structure to improve team performance

iTOFT•Individual assessment based on observation of teamwork

•Feedback tool

•Observable behaviors•Shared decision making•Working in a team•Leadership (Advanced Version)•Patient Safety (Advanced Version)

5 Question Survey of Teamwork(Lurie, Schultz, & Lamanna, 2011)

•Team members to use items to assess their own

degree of teamwork

•Focus on feasibility (complete in less than 3 minutes)

•Pulled items from different domains

The 5 Items1. This team encourages everyone to share ideas.2. Leadership in this team creates an environment

where things can be accomplished.3. People in this team have the information that they

need to do their jobs well.4. When people in this team experience a problem,

they make a serious effort to figure out what’s really going on.

5. Everyone in this team feels able to act on the team vision.

Team Case ActivityThis is a team assignment. Each team will be responsible for researching and developing a presentation based on pertinent issues on a case study. Across 3 class sessions, the team will gather information about the topic and case study as well as apply concepts from course readings, lectures, discussions and other sources. Teams will be given meeting time in class, but will be required to plan a schedule and responsibilities to accomplish the assignment. Teams will present their presentations in class on 10/4. Presentations should be informative and creative, involve all team members, and thoroughly discuss the concept and case studies.

Case StudiesThe team will work together to develop a 15-minute presentation to present their case to the class. The presentation should include relevant discussion and decision on the following areas:• State the needs (of the child/family/team).• Prioritize needs (including justification of priorities).• Develop an implementation plan for the team

1st Step: Select a Case (using consensus decision making, rank order

by team interest – 1: most interested to 6 least interested)

Michael – 15 yr HS sophomore, TBI, transitioning from rehab back to school

Felicia – 12 yr MS 6th grade, behavior issues affecting inclusion in programs, Fragile X

Catalina – 6 yr old with multiple health issues with feeding priorities by mom

Jackie – 20 yr old single mom and premature baby Trip – 12 yr old with multiple behavior and medical

disabilities Jian – 20 yr old with Down Syndrome who requires

significant support

Case Plan9/6/17 – Select cases, discuss initial plan, assign plan/responsibilities for researching information

9/13/17 – Identify needs and priorities

9/20 – develop an implementation plan for the team

9/27 – finish presentations

10/4 – team presentations