Team Development Workshop

Transcription

1 Family Medicine Residency of Western Montana Team Training for Transformation November 3, 2016 Copyright HealthTeamWorks

2 Table of Contents INTRODUCTORY MATERIALS Table of Contents Getting Started 2 About This Guide 2 Program Preparation 5 MODULES Emotional Intelligence Exercise 6 Directions Activity 7 Complex Change 1 Complex Change Model 1 5 Dysfunctions of a Team 7 5 Functions of a Team 7 5 Dysfunctions of a Team 8 Team Self Assessment 9 Assessment Discussion 12 Copyright HealthTeamWorks Page 1

3 Getting Started Guide About This Guide Getting Started What s the purpose of this guide? This facilitator guide provides a master reference document to help you prepare for and deliver the program. What will I find in the guide? This facilitator guide is a comprehensive package that contains the workshop delivery sequence checklists of necessary materials and equipment presentation scripts and key points to cover, and instructions for managing exercises, case studies, and other instructional activities. How is this guide organized? This section, Getting Started, contains all of the preparation information for the program, such as learning objectives, prework, required materials, and room set-up. Following this section is the Training At A Glance table. This table can serve as your overview reference, showing the module names, timings, and process descriptions for the entire program. Finally, the program itself is divided into modules, each of which is comprised of one or more lessons. A module is a self-contained portion of the program, usually lasting anywhere from 20 to 90 minutes, while a lesson is a shorter (typically 5-20 minute) topic area. Each module begins with a one-page summary showing the Purpose, Time, Process, and Materials for the module. Use these summary pages to get an overview of the module that follows. Page 2

4 Getting Started About This Guide, continued How is the text laid out in this guide? Every action in the program is described in this guide by a text block like this one, with a margin icon, a title line, and the actual text. The icons are designed to help catch your eye and draw quick attention to what to do and how to do it. For example, the icon to the left indicates that you, the instructor, say something next. The title line gives a brief description of what to do, and is followed by the actual script, instruction set, key points, etc. that are needed to complete the action. A complete list of the margin icons used in this guide is provided on the following page. IMPORTANT NOTE You may also occasionally find important notes such as this one in the text of this guide. These shaded boxes provide particularly important information in an attention-getting format. Copyright HealthTeamWorks Page 3

5 Getting Started Guide Graphic Cues Module Blocks Goal Time Overview Materials Break Lesson Blocks Activity Audio Capture Case Study Check Computer Data Tables Evaluation Flipchart Game Handouts Highlight Important Key Points Lab Objective Picture Process Projection Q&A Role Play Say This Speaker Time Tools Transition Video Workbook Page 4

6 Getting Started Program Preparation Required Materials Projector Computer Slide advancer (clicker) Flash drive with presentation slides Easel (2) Flip Chart (2) Dry erase table tents with markers Pens and Markers for each table Sticky notes (3-4 pads per table) Fidget materials (play-doh, pipe cleaners, stress balls, bubbles, etc.) Kleenex Snacks Chocolate Granola Bars Fruit Soda/Bottled Water/Coffee/Tea Room Set-Up Round or square tables with seating for up to six people at each table. Tables should be set up throughout the room so that it is conducive for activities and moving to other tables if necessary Each table will have a table tent at each chair with markers/pens/sticky notes/fidget materials in the center. Screen and flip charts will be set up in the front of the room. Copyright HealthTeamWorks Page 5

7 Emotional Intelligence Exercise Guide Emotional Intelligence Exercise Goal To set the stage for team development Time to complete: 30 minutes Number of lessons: 1 Overview Similar to the Myers-Briggs Personality Inventory, this exercise uses a set of preferences which relate not to individual but to group behaviors, helping us to understand how preferences affect our group work. Materials Needed 4 Pieces of flip chart paper with the following on each page: North: Acting Let s do it; Likes to act, try things, plunge in. South: Caring Likes to know that everyone s feelings have been taken into consideration and that their voices have been heard before acting. East: Speculating Likes to look at the big picture and the possibilities before acting. West: Paying attention to detail Likes to know the who, what, when, where, and why before acting. Page 6

8 Emotional Intelligence Exercise Directions Activity Cumulative time: 0 hours, 0 minutes w Time to complete this lesson: 0 minutes [Optional 25 word or less overview] Copyright HealthTeamWorks Page 7

9 Emotional Intelligence Exercise Directions Activity Guide Run the activity. Select a recorder, timekeeper and spokesperson Answer these 5 questions together: What are the strengths of your style? (3-4 adjectives) What are the limitations of your style? (3-4 adjectives) What style do you find most difficult to work with and why? What do people from other directions or styles need to know about you so you can work together effectively? What s one thing you value about each of the other 3 styles? Report out Slide 5 Key Takeaways This activity increases our awareness of our own and others preferences Increased awareness opens the door to empathy Our preferences have their strengths & their limitations A diversity of preferences is what makes for better teamwork and results Page 8

10 Complex Change Complex Change Time to complete: 60 minutes Number of lessons: 1 Complex Change Model Cumulative time: 0 hours, 0 minutes Time to complete this lesson: 0 minutes Review and Relate Activity: Change Places Slide 3 Allow participants to sit wherever they want, then have them get up and move to a completely different seat. Ask them to think about how their perspective in the new seat feels compared to the old one and why. Afterwards, tell participants to get up and stretch for a minute and sit back down wherever they like. If participants go back to their old seats, then ask them why they did that. This is a great way to illustrate our resistance to change. Repeat the exercise again and discuss why people changed how they reacted the second time. This exercise should make participants conscious of their instinctive resistance to change while also reinforcing the idea that change is not necessarily a bad thing. Change is hard managing and leading change is not always straightforward nor simple. Common Pitfalls to managing complex changes 70% of what requires change to be successful is the people. Ask the group: What happens when people resist change? Copyright HealthTeamWorks Page 1

11 Complex Change Complex Change Model Guide Slide 1 PG11 Knoster s model for change 1991 Ask the group: What happens when change is initiated? Say something like: Each element of the complex change model is necessary for a successful change. One missing element can be a barrier to change or the change is ineffective. The feelings associated with change when certain elements are missing is in the last column With the group: First, create a working definition with the group for each element of the model and have them fill in the What It Is column. Ask for additional feedback Page 2

12 Complex Change Model Complex Change PG11 Copyright HealthTeamWorks Page 3

13 Complex Change Complex Change Model Guide Run the activity. PG12 First define the what it is column. Ask for additional feedback : write down the responses on a large flip chart. Add in examples below if conversation is sparse. Page 4

14 Complex Change Model Complex Change Jigsaw Activity PG13 Break into 6 equal teams with 1 facilitator at each table. Fill in the second column by writing in examples of what do vision, skills, incentives, etc., look like in your practice? What helps you achieve (vision, skills, incentives, etc.)? Name the strategies, relationships, tools, etc., you use as a practice leader. Participants fill in the middle and far right column of your table in the participant guide. 25 minutes for discussion Faculty Assignments Vision & Action Plan- Consensus Skills- Incentives- Resources 15 minutes for report out report only 3 rd column Each table report the ideas for strategies (3 rd column) they filled out. All participants: write down strategies you hear that could be useful in your practice. Takeaway suggestion: Not everything fall into only one category Copyright HealthTeamWorks Page 5

15 Complex Change Guide Complex Change Model Slide 7 Huddle with your co-champion and circle what is most common at your practice and identify what strategies you want to facilitate back at your practice. Be specific, who is doing what and when PG13 Confusion Sabotage Anxiety Resistance Frustration Treadmill Slide 8 Summary (2 minutes) Write down strategies you heard that could address what you are missing within the change process. Additional Reference Materials: Background%20%26%20Research/leading-andmanaging-complex-change.pdf Background%20%26%20Research/ManagingComplexCh angeposted.pdf Background%20%26%20Research/rc_knoster_managin g_complex_change.pdf Page 6