Roles and Responsibilities of Team Members

Teams are usually selected or authorized by the Quality Council/ committee. A

team normally consists of Team leader, Facilitator, Recorder, Timekeeper and
Members. Each and every member has their own responsibilities. They play their
role for the welfare or interest of the team. Some of the roles and responsibilities of
team members are briefly explained below.

1. Role and Responsibilities of Team leader

A team leader is selected by the quality council/committee, or the team itself.

1. Team leader ensures smooth and effective operations of the team.

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.

4. He implements the changes recommended by the team.

5. He prepares the agenda of all meetings and ensures necessary resources are
available for the meeting.

6. Team leader ensures that team decisions are taken by agreement.

2. Role and Responsibilities of Facilitator

Facilitator is not a member of the team. Yet his role in the team is essential or very
important..

1. Facilitator supports the leader for facilitating the team during initial stages of the
team.

2. He focuses on team process.

3. He acts as resource to 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.

2. He documents the main ideas of the team’s discussion.

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.

4. Role and Responsibilities of Time keeper

1. Time keeper is selected by the leader or by the team and may be rotated on a
periodic basis.

2. He monitors the time to maintain the schedule as per agenda.

3. He participates as a team member.

5. Role and Responsibilities of Individual Member

1. Team member is selected by the leader, sponsor, or quality council (or) is a
member of a natural work team.

2. He should actively, participate in meetings and shares knowledge, expertise,

ideas and information.

3. He should respect others’ contribution.

4. He should listen carefully and ask questions.

5. He should be enthusiastic.

6. He should work for consensus on decisions.

7. He should be committed to team objectives.

8. He should carry out assignments between meetings such as collecting data,

observing processes, charting data and writing reports.
Mechanisms of communication/exchanging information.

Communication is defined as the transfer or exchange of information from a sender

to a receiver. More specifically, communication is a process whereby information
is clearly and accurately conveyed to another person using a method that is known
and recognized by all involved.

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.

We will cover standards of effective communication shortly. These relate primarily

to verbal communication.

Nonverbal communication can take several forms. Written communication is

common in health care. This form of nonverbal communication should adhere to
many of the same standards we will discuss shortly. In addition, one should be
mindful of standards associated with written communication, such as the Joint
Commission's "Do Not Use" list of abbreviations.

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.

Body language plays a significant role in communication. In a face-to-face

communication, words account for 7 percent of the meaning, tone of voice
accounts for 38 percent of the meaning, and body language accounts for the
remaining 55 percent. Although powerful, this mode of communication does not
provide an acceptable mode to verify or validate (acknowledge) information.
A third form of nonverbal communication is visual cues. For example, the use of
color coding for assignments, charts, scrubs, orders, and so on can help team
members identify the information they need quickly.

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."

Standards of Effective Communication

When sharing information with the team, which can include other providers,
patients, or family members, communication must meet four standards to be
effective.

Effective communication is:

 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:

 Language barriers—Non-English speaking patients/staff pose particular

challenges*.
 Distractions—Emergencies can take your attention away from the current
task at hand.
 Physical proximity or closeness.
 Personalities—sometimes it is difficult to communicate with particular
individuals.
 Workload—during heavy workload times, all of the necessary details may
not be communicated, or they may be communicated but not verified.
 Conflict—Disagreements may disrupt the flow of information between
communicating individuals.
 Lack of verification of information—Verify and acknowledge information
exchanged.

Team Motivation

It is important to have all the team members motivated. Motivation is a state of

mind. A motivated individual will feel happy and excited about things and work.
But motivation may not come instantly and naturally to people.

As a manager, it will be important to understand what will motivate the team

members and do the needed things.

Motivation is a psychological phenomenon. It is important to understand what will

motivate an individual, what will dissatisfied an individual and role of leadership
in motivating individuals. Many leading management experts and psychologists
have studied human behavior and have formalized their findings as various
motivation theories.
All such theories can be effectively used for team motivation. It is first important
to understand the nature and behavior of the team members. Whether they are self-
directed individuals or they need a lot of guidance for doing their job.

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:

 aligning around goals

 building effective working relationships
 reducing team members' role ambiguity
 finding solutions to team problems

Team building is one of the most widely used group-development activities in

organizations. A common strategy is to have a "team-building retreat" or
"corporate love-in," where team members try to address underlying concerns and
build trust by engaging in activities that are not part of what they ordinarily do as a
team.
Of all organizational activities, one study found team-development to have the
strongest effect (versus financial measures) for improving organizational
performance. A 2008 meta-analysis found that team-development activities,
including team building and team training, improve both a team's objective
performance and that team's subjective supervisory ratings.  Team building can
also be achieved by targeted personal self-disclosure activities.

Team building describes four approaches to team building:

1. Setting Goals
This emphasizes the importance of clear objectives and individual and team goals.
Team members become involved in action planning to identify ways to define
success and failure and achieve goals. This is intended to strengthen motivation
and foster a sense of ownership.
By identifying specific outcomes and tests of incremental success, teams can
measure their progress. Many organizations negotiate a team charter with the team
and (union leaders)
2. Role clarification
This emphasizes improving team members' understanding of their own and others'
respective roles and duties. This is intended to reduce ambiguity and foster
understanding of the importance of structure by activities aimed at defining and
adjusting roles. It emphasizes the members' interdependence and the value of
having each member focus on their own role in the team's success.
3. Problem solving
This emphasizes identifying major problems
4. Interpersonal-relations
This emphasizes increasing teamwork skills such as giving and receiving
support, communication and sharing. Teams with fewer interpersonal conflicts
generally function more effectively than others. A facilitator guides the
conversations to develop mutual trust and open communication between team
members.
Effectiveness
The effectiveness of team building differs substantially from one organization to
another.[9] The most effective efforts occur when team members are
interdependent, knowledgeable and experienced and when organizational
leadership actively establishes and supports the team.
Effective team building incorporates an awareness of team objectives. Teams must
work to develop goals, roles and procedures. As a result, team building is usually
associated with increasing task accomplishment, goal meeting, and achievement of
results within teams.

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.

1. Remove obstacles to allow people to do their jobs

The first thing we need to address in order to encourage growth in our organization
is to recognize our natural tendency to exert greater control over how things are
done. After all, given the fact that many organizations have been operating in
survivalist mode for the past couple of years, it’s understandable that leaders will
want to make sure that they’re not putting their current or future successes at risk
by seemingly leaving things up to chance.
However, if we are to plant the seeds for our organization’s present and future
growth, we need to shift our efforts to opening avenues for our employees to
commit their discretionary effort – their talents, creativity, and insights – to our
shared purpose. And that means that we need to honestly evaluate whether the
measures we employ serve to help or hinder our employees in achieving the goals
we set out for them to attain.
This also means that we have to move away from a mindset of simply reacting to
what’s happening around us, to being ready for what our employees will need from
us to succeed. That we’re not focused on preserving the way things are done
around here, but are instead looking for areas where we can remove the barriers
and obstacles that can impede our employees from becoming full contributors to
our shared purpose.
2. Encourage people with divergent ideas/perspectives to express themselves
Another measure we need to employ to encourage organizational growth over the
long term is to ensure that we’re not limiting ourselves to viewpoints that reinforce
our own.
As leaders, we especially have to be mindful of how easily we can inadvertently
communicate to those under our care what we want to hear, as opposed to what
we need to hear. In fact, studies have shown that the more we perceive ourselves to
be powerful, the less we pay attention to the perspective of others.
And it’s important to note here that it doesn’t matter whether we are as powerful as
we think we are. Just the fact that we see ourselves that way is enough to diminish
our ability to take into consideration the different ideas, outlooks or perspectives of
those around us.
Indeed, we only have to look back at our own experiences working under various
leaders to remember those bosses who we avoided sharing various ideas or insights
with, because we had learned of the negative consequences that came from
challenging their understandings of the realities within their organization.
If we want to tap into the full potential of our employees to drive our growth and
future successes, we need to create an environment where everyone has the chance
to be heard; that we don’t rely solely on the most vocal or those who’ve learned to
say only what we want to hear to guide our decisions and choices going forward.
We have to remember that leadership is not about what you know, but about
what you want to discover. From this vantage point, it becomes all the more clear
why we need to broaden our perspective and encourage those we lead to help us to
challenge and question our own assumptions. In this way, we can demonstrate our
drive to not simply be right, but to do right by those we serve through our
leadership.

3. Look for opportunities to learn, and not just to succeed

When it comes to planning new growth initiatives, it’s understandable that our
focus is on promoting efforts that will bring about some measure of early success
to our organization. While there’s no question of the value and importance of
celebrating some quick wins to fuel the inner motivations of your employees, we
also have to make sure we’re open to accepting failure when things don’t go as
planned.
Indeed, one of the reasons why so many of us struggle with failure is because we
don’t facilitate opportunities to reflect and review on what we can learn from these
failed outcomes. Of how these situations can help us to discover hidden gaps in our
awareness or understanding that inevitably caused us to miss our target.
That’s why we need to communicate to our employees that failure is not a
weakness, but an opportunity to learn – to gain new insights and new
understandings that will help us to become stronger going forward.
When it comes to promoting innovation in our organizations, we are continually
reminded of the importance of communicating acceptance of failure as part of the
process to developing a new product or service offering.
Likewise, when setting forth to promote growth initiatives in our organization, we
need to demonstrate our commitment to failure over the long run, so that our
employees recognize our desire to not simply succeed, but to help them grow and
evolve into stronger, more valued contributors to our shared purpose.

4. Delegate growth, not just tasks

When it comes to delegation, it’s a common practice for leaders to hand out those
tasks which they either don’t enjoy or lack the proper skill set to do themselves.
But when it comes to planting the seeds for our organization’s growth, it’s vital
that we look beyond the act of delegation in terms of mere tasks and instead,
evaluate what opportunities we can provide to our employees that will help to
stretch and grow their core competencies.
After all, as our organization grows, the very nature of how it will operate and
function will change and evolve and consequently, the kind of participation and
skills we require from our employees will be different from what it is now.
That’s why in planning initiatives for our organization’s growth, we need to
anticipate how we can provide our employees with opportunities to be challenged;
to stretch themselves in terms of both their skills and their assumptions of how
they can contribute meaningfully to our organization.
In order for the growth and future successes we plan today to be sustainable in the
years to come, we need to ensure that our employees are growing alongside our
organization. And that means that we not only have to give our employees
permission to fail, but that we’re creating an environment where our employees are
challenging their assumptions of what’s possible and what they’re capable of
contributing to our collective efforts.
The reality facing leaders today is that while technology and processes are
important, they are no longer the key differentiators they once were in terms of
encouraging the kind of growth that’s necessary to revitalize your organization and
spur its future successes.
Looking forward, we need to ensure that through our actions and words we are no
longer acting like an an anchor holding our organization in a stationary position.
Instead, we need to serve as an organizational rudder – helping to guide our
employees forward so that we can collectively succeed and thrive.
Through our leadership, we need to create conditions where we not only fulfil our
shared purpose, but we remind ourselves and each other of why we do what we do.
In so doing, we can create a sense of value and purpose not just for those within
our organization, but also for those we serve through our collective efforts

Lo3 Monitoring And Evaluate Individual And Team

Evaluate individual and team learning

Overview
This topic deals with knowing how you have arrived at your
goal. We will be discussing how you can monitor the
performance of the individuals and teams you are responsible
for.  
You will be introduced to the principles of assessment, and the
topic of feedback is discussed in the context of identifying and
improving future learning opportunities.  
When you have completed this section you should be able to:  
 monitor and document competency achievements
 evaluate outcomes of learning and development programs,
and document results for workplace performance and
resourcing implications
 modify learning plans in accordance with evaluation results
 implement a continuous improvement approach to inform
future learning.

Monitoring achievements
The first step in evaluating is monitoring. To get as complete a
picture as possible, we will look firstly at monitoring training
programs, then at monitoring the effects of such programs on
people and teams.  

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:  

 how beneficial were the outcomes?

 what were the costs?
 are they worth doing?
These questions are in turn linked to organisational objectives.  
Data can be collected at two levels: the actual training sessions
or programs and the longer term outcomes of training.  
How can we evaluate the effectiveness of an overall training
program? Most of us have been to enjoyable training sessions of
which we have soon forgotten the content. Consequently, we did
not apply any of the information, skills, or techniques that were
presented during the course. It is easy to then conclude that the
course was not effective in producing a change in our behaviour
as it relates to the workplace.  
Evaluation of training is a complex issue and needs to be based
on something more substantial than the 'happy sheets' that
trainers often distribute immediately after a training session. If
the session was entertaining, a good result is often recorded. But
this does not reflect either the trainer's effectiveness or the true
benefit of the training delivered. A training program is more
than just a good presentation. Indeed, in some training programs
the trainer plays a very low-key role of facilitating the learning
without much actual presentation.  
An evaluation must seek to measure benefits gained in the
workplace as a result of the training. 

The basis of evaluation

The initial assessment is ideally a part of an overall training
needs analysis usually involving a sample of people. Often the
initial Evaluating training outcomes entails, firstly, assessing
people to see if they need training, then assessing again after
training to find out what they have learned from the training.  
assessment will be a form of self-assessment in that a person
usually chooses to undergo training if they believe that they
have a need. Also, a trainer will often carry out some form of
brief initial assessment of trainees at the beginning of a training
program to find out what they already know and can do.  
A more structured form of assessment is usually carried out
during and at the conclusion of training. This is to determine
whether the trainee has acquired the desired knowledge and
skills. If the result is yes, then that person is presumably ready to
carry out certain tasks and activities; if not, more training is
usually required.  
Assessment is the measurement or judgement of a person's
performance. It is the process of collecting evidence and making
judgements about a person's progress towards a required
standard of performance.  
There are two ways of assessing people for training purposes  
 against the outcomes of other people ('norm-referenced')
 against an objective standard ('criterion-referenced')

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:  

 ability to tow a trailer

 room for four people
 good fuel economy
 retain resale value
 good all-round safety.
These become your criteria for evaluating or assessing each car
you consider.  
In the same way, criteria can be developed for measuring a
trainee's performance. For example, if the task is to write a
report, the desired criteria might be:  

 use clear, accurate language

 use correct grammar and spelling
 set out the report in the standard format
 produce a list of recommendations
 justify all recommendations
 produce the report within the agreed timeframe.
Any particular trainee's production of a report can then be
measured against these criteria quite independently of any other
trainee.