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2. He ensures that all members participate during the meetings and he prevents
members from dominating the proceedings unnecessarily.
3. He serves as a mediator between the team and the Quality Council or committee.
5. He prepares the agenda of all meetings and ensures necessary resources are
available for the meeting.
1. Facilitator supports the leader for facilitating the team during initial stages of the
team.
4. He provides feed back to the team concerning the effectiveness of the team
process.
3. Role and Responsibilities of Team Recorder
1. Team recorder is selected by the team leader or by the team and may be rotated
on a periodic basis.
3. He presents the documents for the team to review during the meeting and
distribute them as ‘minutes of the meeting‘afterwards.
4. He participates as a team member.
5. He should be enthusiastic.
It includes the ability to ask questions, seek clarification, and acknowledge the
message was received and understood. One critical result of effective
communication is a shared understanding, between the sender and receiver(s) of
the information conveyed.
Two considerations in communication are whom you are communicating with and
how you are communicating information.
Whom you are communicating with, or the audience, will influence how
information is conveyed. For example, an information exchange with a lab
technician may differ from an exchange with a physician.
In terms of how you communicate, there are two modes of communication:
verbal and nonverbal.
Another form of nonverbal communication is body language. The way you make
eye contact and the way you hold your body during a conversation are signals that
can be picked up by the person with whom you are communicating.
To avoid making assumptions that can lead to error, you should verify in writing or
orally any nonverbal communication, such as body language or visual cues, to
ensure patient safety. The simple rule is, "When in doubt, check it out, offer
information, or ask a question."
Complete
o Communicate all relevant information while avoiding unnecessary
details that may lead to confusion..
o Leave enough time for patient/tolerant questions, and answer
questions completely.
Clear
o Use information that is plainly understood.
o Use common or standard terminology when communicating with
members of the team.
Brief
o Be brief and to the point.
Timely
o Be dependable about offering and requesting information.
o Avoid delays in relaying information that could compromise a
patient's situation.
o Note times of observations and interventions in the patient's record.
o Update patients and families frequently.
o Verify and checking that the information received was the intended
message of the sender.
o Validate or acknowledge information
Communication Challenges
Challenges may include:
Team Motivation
Accordingly the manager/leader will have to act in motivating them. Then it will
be imperative to understand what exactly will motivate an individual. Each
individual may have different needs and fulfilling those needs will motivate them.
Someone may be looking for a basic pay raise, while someone else may be looking
for a challenging responsibility, someone else may be looking for and recognition
and being part of a powerful group.
Everything will not act as motivators. There may be many factors which can be
termed as hygiene factors and few are termed as motivating factors according to
Hertzberg’s Motivation Theory. It will be important to ensure the presence of
hygiene factors as they ensure satisfaction of individuals. On top of them, we need
to provide motivating factors such as challenging responsibilities and respect and
recognition.
Team building
Team building is a collective term for various types of activities used to enhance
social relations and define roles within teams, often involving collaborative tasks.
It is distinct from team training, which is designed by a combine of business
managers, learning and development/OD (Internal or external) and an HR Business
Partner (if the role exists) to improve the efficiency, rather than interpersonal
relations.
Many team-building exercises aim to expose and address interpersonal problems
within the group.
Over time, these activities are intended to improve performance in a team-based
environment.Team building is one of the foundations of organizational
development that can be applied to groups such as sports teams, school classes,
military units or flight crews.
The formal definition of team-building includes:
Effect on performance
Team building has been scientifically shown to positively affect team
effectiveness.[12] Goal setting and role clarification were shown to have impact
on cognitive, affective, process and performance outcomes.
They had the most powerful impact on affective and process outcomes, which
implies that team building can help benefit teams experiencing issues with negative
affect, such as lack of cohesion or trust. It could also improve teams suffering from
process issues, such as lack of clarification in roles.
Goal setting and role clarification have the greatest impact because they enhance
motivation, reduce conflict and help to set individual purposes, goals and
motivation.
Teams with 10 or more members appear to benefit the most from team building.
This is attributed to larger teams having – generally speaking – a greater reservoir
of cognitive resources and capabilities than smaller teams.
Challenges to team building
The term 'team building' is often used as a dodge when organizations are looking
for a 'quick fix' to
poor communication systems or unclear leadership directives, leading to
unproductive teams with no clear of how to be successful. Team work is the best
work.
Teams are then assembled to address specific problems, while the underlying
causes are not ignored.
Dyer highlighted three challenges for team builders:[15]
Lack of teamwork skills: One of the challenges facing leaders is to find team-
oriented employees. Most organizations rely on educational institutions to have
inculcated these skills into students. Dyer believed however, that students are
encouraged to work individually and succeed without having to collaborate.
This works against the kinds of behavior needed for teamwork. Another study
found that team training improved cognitive, affective, process and
performance outcomes.[11]
Virtual workplaces and across organizational boundaries: according to
Dyer, organizations individuals who are not in the same physical space
increasingly work together. Members are typically unable to build concrete
relationships with other team members. Another study found that face-to-face
communication is very important in building an effective team environment.
[16]
Face-to-face contact was key to developing trust. Formal team building
sessions with a facilitator led the members to "agree to the relationship" and
define how the teams were work. Informal contact was also mentioned.
Globalization and virtualization: Teams increasingly include members who
have dissimilar languages, cultures, values and problem-solving approaches
problems. One-to-one meetings have been successful in some organizations.[16]
Lo2. Leadership measures to foster organizational growth
To help you achieve this in your organization, here are four measures you can
implement in order to plant the seeds for your organization’s future growth and
ability to thrive in the years to come.
Monitoring programs
The purpose of monitoring training programs is to provide
evidence for evaluating them. We need to collect information
relating to questions such as:
Norm-referenced assessment
This is where we compare learners with each other. The test
results of a group of trainees or class of students or participants
are ranked. This sort of ranking is called norm-referenced
assessment because it is based on an idea of what constitutes the
norm, or the average performance. This norm is dependent upon
the nature of the group; so if you have a group of very good
performers the norm will be high, and if you have a group of
poorer performers the norm will be low.
Norm referenced assessment is more suited to large scale formal
assessment situations where statistics can be employed to
determine means and standard deviations. It is not applicable to
individual training and rarely suitable in small group training,
particularly in the vocational context.
Criterion-referenced assessment
This compares learners not with each other but against some
agreed standard of performance or criteria. For example, if you
were considering buying a car you would probably make a list
of the features you wanted. For example: