Transcript Slide 1

CHILD AND FAMILY
DISASTER RESEARCH
TRAINING AND EDUCATION
Northwest Center for
Public Health Practice
Federal Sponsors
NIMH
National Institute of Mental Health
NINR
National Institute of Nursing Research
SAMHSA
Substance Abuse and Mental Health Services Administration
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Public Health Practice
Principal Investigators
Betty Pfefferbaum, MD, JD
University of Oklahoma Health Sciences Center
Alan M. Steinberg, PhD
University of California, Los Angeles
Robert S. Pynoos, MD, MPH
University of California, Los Angeles
John Fairbank, PhD
Duke University
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Team Building
DRT National Faculty: Harold Ledford,PhD
Adopted/adapted/modified by
Randal Beaton, PhD, EMT
University of Washington
Schools of Nursing and Public Health and
Community Medicine
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Pacific Northwest Local Multidisciplinary Research Team
School of
Nursing
School of Public
Health and
Community
Medicine
Alaska State Dept. of
Health & Social Services
Northwest
Center for
Public Health
Practice
WA State
Department of
Health
State of Oregon Public
Health Division
Region X US Public Health Service
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Public Health Practice
Pacific NW Members and Affiliations
Alaska State Department of Health and Social Services
• Rick Calcote —Disaster Plan and Response Coordinator
• Dr. Robert Hammaker, Supervisor
State of Oregon Public Health Division
• Catherine Southern- Public Health Educator—Preparedness
Public Health Seattle-King Country- Onora Lien- contact
• Michelle McDaniel, Disaster Mental Health Planner
• Lenore Rubin, Child Psychologist
• Susan Barkan, Epidemiologist
• Karen Snyder, Epi Planning and Evaluation
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Pacific Northwest LMRT Members (cont)
American Red Cross—Seattle-Skagit Chapter
• Tisha Taylor, Clinical Psychologist
University of Washington- Randy Beaton—lead
• Janine Jones- Asst. Professor, College of Education
• Suzette Bramwell- graduate student, School of
Nursing
Washington State Department of Health• Margaret Hansen- Preparedness section
Washington State Department of Social and Health
Services
• Karie Castleberry
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Pacific Northwest LMRT Members (cont)
Maternal and Child Health Program- UW Department of
Health Services—
• Colleen Huebner, Assoc. Professor, Director
Harborview Center for Sexual Assault and Traumatic
Stress
• Lucy Berliner, Director
Regional X US Public Health Service—
• Patrick O’Carroll, Regional Health Administrator*
Northwest Portland Area Indian Health Board
• Erin Moran, Training and Outreach Coordinator*
• Ticey Casey, Program coordinator
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Public Health Practice
Learning Objectives
After participating in the Team Building training, participants
will be able to:
• Identify benefits of team building
• Understand the value and drawbacks of working as a team
• Understand the vital role that teams play in building networks
and/or communities to accomplish tasks that have broad based
support
• Develop capacity to conduct post-disaster research
• Develop skills for effective team building
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Public Health Practice
Disaster Research Training Mission
Enhance the nation’s capacity for conducting
rapid post-event disaster mental health studies
for children and families
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Overarching DRT Goals
•
Form a Local Multidisciplinary Research Team
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Generate understanding of child and family focused
research activities needed in the aftermath of a
disastrous event
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Facilitate discussion of research project implementation
among experts and administrators from various
disciplines and agencies
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What is a team?
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Teams and Team Work
• Give examples of some teams you
work with &/or lead currently (or in
the past).
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Teams and Team Work
• Give one or two examples of teams
working well together– when
everything clicked
• What made these teams so effective?
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Teams and Team Work
• Give an example of when team
work was ineffective in
accomplishing some goal.
• Why?
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What is the single most important
characteristic of effective teams?
a) Problem solving capabilities
b) Member relations
c) Communication
d) Egalitarian mode
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What are inherent strengths of teams and
teamwork?
• Can draw upon team member strengths,
expertise and resources
• Member strengths may complement those of
other team members
• Diverse teams bring diverse perspectives to
the table
• Teams have strength in numbers– when one
or members are fatigued another team
member can carry the torch
• Others?
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What are some drawbacks to teams?
• Group think– team norms may narrow
focus and result in uncritical analysis of
options
• Team and team members may punish,
shun or exclude outliers
• Team members need to relinquish some
latitude and control over outcome and
process
• Others?
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Team Member
Development
• Most people are not born with skills that affect
team functioning – they are learned over time;
learning teams skills require:
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Understanding component behaviors
Perception of the value of the skills
Practice
Feedback
Encouragement through success
More practice
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Characteristics (Building blocks)
of Effective
Team Members
Supportive to Achieve Results
Goal of a Mission in Mind
Open to Ideas
Processes to Get Ideas Solved
Committed to a Goal
Contributes to Others
Seeks Success
Recognize and Respect Differences in Others
Listen and Share Information
Solves Conflict
Contributes to Ideas and Solutions
Commits and Participate Fully
Stays in Touch With Team Members
WIN-WIN SITUATION
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How Team Members Communicate
WIN
WIN
I’M OK
YOU’RE OK
OUR
WAY
I WIN
YOU LOSE
I’M OK
YOU’RE
NOT
MY
WAY
YOUR YOU’RE OK YOU WIN
WAY
I’M NOT
I LOSE
NO
WAY
I’M NOT OK
YOU’RE NOT OK
LOSE
LOSE
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Team Development Questions
• What is the purpose of a team?
• Who does what? Roles• How do we work together?
• What happens when the “going gets tough”?
• How do we know when the task is complete?
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Team
Development
• Team cohesiveness and effectiveness take time
to develop - The Railroad Model - provides a
schematic view of teams and their development
over time
After Tuckman, 1965
Developmental Sequence in Small Groups, Psych.
Bulletin, 63, 384-399
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How Teams Develop and Grow
BELIEF
COMMITMENT
SOCIALprocess
TRUST
PRODUCTtask
OPEN
CLOSED
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Railroad Model
• The Railroad Model is applicable to all teams
• All participants enter the potential team experience as
separate entities with closed minds and behavior
• Effective teams proceed up the Railroad, maintaining a
balance between the Product and Process “rails” as
progress toward the goal is accomplished
• The Product/Task side of the Railroad includes
concrete accomplishments
• The Process/Social side of the Railroad addresses the
dynamics that were operating as the Product/Task was
developed and implemented
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Four Stages of Team Progression
1. FORM
• During the first stage of team development, individuals
are just coming together as members of a team or team;
little work is accomplished. This is a period is
characterized by:
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Behavior/dependence testing on formal or informal leadership
Limited participation
Anxiety
Fear
Complaints about organizational structure
Tuckman, 1965
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Team Progression
2. STORM
• Team members may become insistent upon
expressing individuality and resist team formation;
not much work is accomplished. This stage is
characterized by:
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Competition
Disunity
concern over excessive work
establishment of unattainable goals
establishment of a hierarchy (pecking order)
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Team Progression
3. NORM
• Members accept the team and the team norms; a
moderate amount of work is accomplished.
Characteristics of this stage include:
– Attempts to achieve harmony
– High level of confiding in team members
– A sense of cohesiveness
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Team Progression
4. PERFORM
• The team has established its interpersonal norms
and becomes an entity capable of solving problems
and making decisions; a great deal of work is
accomplished
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Effective Teams
• An effective team does not just happen. Time and
effort goes into the development and functioning of
effective teams.
• Real teamwork in the communities is more than just a
philosophy of cooperation. It is the result of careful
planning and orchestration, and requires the
commitment of all involved
• The principles of teamwork which encourage
initiative, cooperation, communication, and
coordination are being applied in many areas.
After Johnson & Johnson (2002) Joining
Together: Group Theory and Skills (8th edition)
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Effective Teams
• Interaction of two or more individuals who:
– Perceive themselves as belonging to the team
– Are interdependent – an event which affects
one, affects all
– Pursue common goals
– Are motivated to be part of the team
– Participate with each other under a system of
rules and norms
– Influence each other
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Effective Teams
• Effective teams have three core activities:
– Accomplishment of goals
– Internal maintenance
– Develop and change to improve effectiveness
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Dimensions of Effective Teams
• Team goals are mutually developed and clearly
understood by entire membership
• Members are committed to achieving the goals
• “Two-Way” team member communication
• Openly expressed ideas and feelings
• All members are involved in participation and
leadership
• Resources of members are used to the fullest
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Dimensions of Effective Teams
• Individual situations determine the decisionmaking procedures
• Team discussions are encouraged and
consensus is sought on major issues
• Power is shared by all members and is based
on expertise, information, and ability
• Power is not based on an automatic relegation
to a member because of a traditional position
of authority
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Dimensions of Effective Teams
• Conflicts, ideas and opinions are encouraged
• Minority opinions are accepted and used
• Conflicts are negotiated and resolved in a
manner that is satisfying to all members
• Cohesion of members is based on acceptance
and trust
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Results of Effective Team Work
• Improves outcome of a task
• Maintains consistent communication
• Solves conflict
• Reduces error
• Builds strong relationships
• Promotes responsibility
• Facilitates accomplishment of a task
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Decision-Making Process in Teams
• Decision making ranges from a totally autocratic
process to agreements from each individual
members
• Variables which might affect the decision-making
process include:
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Time available
Importance of the decision
Follow-up which may be a result of the decision
Degree of commitment to the decision needed from the
team
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Decision-Making
• Decision By Authority
– Efficient when time is a crucial factor
– Often not effective for lack of upfront team involvement
• Decision By Expert
– Expert will know more about the problem
– Deciding which individual is the expert is often difficult
– Team members may have experience and knowledge
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Decision-Making
• Decision By Minority
– Two or more members who make up less than
50% of the team
– Often used in forming committees to make a
decision for the entire team
– Problems may arise when their decision is final
– Often, the majority of team is uncommitted
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Public Health Practice
Decision-Making
• Decision By Majority Vote
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Commonly used
Efficient
Decisions require difficult commitment of all members
Voting results in team division of winners causes and
losers
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Decision-Making
• Decision By Consensus
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Most effective method
Requires the most time.
Everyone agrees with the decision
Requires each member to present and discuss opinions
Requires careful listening and effective communication
Produces innovative and high quality decisions
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Decision by Consensus
• Guidelines for achieving consensus include:
– Listen to and carefully consider reactions and
differences of opinions
– Avoid arguing blindly to support your position.
– Avoid changing your mind merely to avoid conflict.
– Consider alternatives which are acceptable to all
members
– Encourage participation of each member
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Setting Team Goals
• Team goals
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Combination of team members individual goals
Goal structures can be cooperative
Promotes high interaction among members
Competition fosters low team interaction
Individual goals promote little or no team interaction
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Effective Goals
• Variables of effective goals
– The extent to which goals are specific
– Operationally defined
– Countable
– Observable
– The extent to which team members see the goals as
– Meaningful
– Attainable
– Availability of necessary resources need for goal
accomplishment
Joining Together: Johnson & Johnson,2002
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Conflicts Within Teams
• Conflict
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Will always occur
Arise from varying opinions and feelings
Seldom avoided
Absence indicates apathy/noninvolvementAKA “dead group”
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Conflicts Within Teams
• Conflict
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Value if managed constructively
Promotes awareness of problems
Encourages change
Increases motivation
• Conflict Resolution
– Reduces underlying tension
– Promotes team unity
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Have you learned lessons only of those
Who admired you,
Were tender with you, and
Stood aside for you?
Have you not learned great lessons from those
Who braced themselves against you, and
Disputed the passage with you?
Walt Whitman, 1860
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