The team building activity under discussion was tailored to integrate a synergetic model in enhancing communication between the patient and health care professional in the provision of healthcare services to the patient. The team building activity involved identifying the rationale to establish the team and the consequent benefits of effective teamwork. The team building activity was completed by creating a compensation plan that integrated the aspect of teamwork as a critical component, a strategy supported in the arguments of (Grazier, 1998) and (Prebble & Frederick, 2007).
The main objective of the team building activity was to enhance and improve communication between healthcare service providers and the patients to better understand patient needs to improve service delivery as a team synergetic benefit. The aim was to improve the effectiveness of team participants, strategically aiming at achieving the spelt down objective, ensuring that strengths of team members were effectively used to overcome members’ weaknesses, and ensure that all team members contributed to the laid down team building plan (Prebble & Frederick, 2007). The participants, who were healthcare professionals, were formed into groups of four members in each of the three groups forming the team. The team members consisted of health care professional from different categories. These categories included physicians, nurses, administrators, and doctors, among other members in the profession. The team building activity included identifying the purpose of the team, the needs of the team, composition of team members, the time the team was likely to last, and the benefits to the designate individuals to be affected by the team members, specifically the patient. In the hypothetical groups, each of the members was given a piece of paper to write a personal evaluation of self and the problems encountered in communicating with patients.
Then each of the papers describing self was mixed together from the number of groups that were formed. Each of the team members could then be rotated and other team members could evaluate the other group on their effectiveness in communicating with the patients. The process went on until all the groups were fully involved in evaluating the other group members. At the completion stage, all team members could identify critical communicating element and each member’s weaknesses and suggest the possible solutions to the communication problem faced (Prebble & Frederick, 2007).
Why it would be Effective
The team was projected to be effective due to a number of components critically defining it. Each of the team members could address the technical healthcare needs of patients through an improved communication plan. To address the human needs of patients, improved interpersonal relationships between healthcare professional and the patients could also be achieved (Crother-Laurin, 2006). Crother-Laurin (2006) argues that to ensure that the team is effective in the fulfillment of its objective, team members were required to balance their technical and human interaction skills, while inculcating the element of fellowship in each of the team members. Each of the team members was required to be the team steward and be loyal, besides each member being responsible for personal decision making and motivate each of the members. To sustain motivation, members could embrace a learning environment to cultivate newly acquired skills and other skills improvement opportunities. That could be catalyzed by good leadership approaches by employing good leadership skills (Crother-Laurin, 2006).
The leadership could provide stimulus for team members to be self actualized through a typical compensation plan. Therefore, a complete understanding of the team members could understand and endeavor to improve their productivity (Miller, 2008).
Crother-Laurin, C. (2006). Effective Teams: A Symptom of Healthy Leadership. The Journal for Quality and Participation, 29(3), 4. Retrieved October 24, 2010 from http://proquest.
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teambuildinginc.com/article_teammotivation.htm Miller, B.
(2008). Quick activities to improve your team. The Journal for Quality and Participation, 31(2), 19-20. Retrieved March 18, 2011 fromhttp://proquest.umi.com/pqdweb?index=0&did=1545149981&SrchMode=1&sid=1&Fmt=4&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1226535231&clientId=29440. Prebble, D.
, & Frederick, H. (2007). 10 Ways to distinguish between a team and a group.Retrieved March 18, 2011, 2011 fromhttp://www.1000ventures.com/business_guide/crosscuttings/team_vs_group.html.