Northwest Center for Public Health Practice CHILD AND FAMILY DISASTER RESEARCH TRAINING AND EDUCATION

Northwest Center forPublic Health Practice

CHILD AND FAMILYDISASTER RESEARCH

TRAINING AND EDUCATION


Federal Sponsors

NIMH National Institute of Mental Health

NINRNational Institute of Nursing Research

SAMHSA Substance Abuse and Mental Health Services Administration


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, MPHUniversity of California, Los Angeles

John Fairbank, PhDDuke University


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


Pacific Northwest Local Multidisciplinary Research Team

School of Nursing

School of Public Health and Community

Medicine

Northwest Center for

Public Health Practice

Alaska State Dept. of Health & Social Services

State of Oregon Public Health Division

WA State Department of

Health

Region X US Public Health Service


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


Pacific Northwest LMRT Members (cont)

American Red Cross—Seattle-Skagit Chapter• Tisha Taylor, Clinical PsychologistUniversity of Washington- Randy Beaton—lead• Janine Jones- Asst. Professor, College of Education• Suzette Bramwell- graduate student, School of

NursingWashington State Department of Health-• Margaret Hansen- Preparedness sectionWashington State Department of Social and Health

Services• Karie Castleberry


Pacific Northwest LMRT Members (cont)

Maternal and Child Health Program- UW Department of Health Services—

• Colleen Huebner, Assoc. Professor, DirectorHarborview Center for Sexual Assault and Traumatic

Stress• Lucy Berliner, DirectorRegional 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


Learning ObjectivesAfter 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


Disaster Research Training Mission

Enhance the nation’s capacity for conducting

rapid post-event disaster mental health studies

for children and families


Overarching DRT Goals

• Form a Local Multidisciplinary Research Team

• Generate understanding of child and family focused research activities needed in the aftermath of a disastrous event

• Facilitate discussion of research project implementation among experts and administrators from various disciplines and agencies


What is a team?


Teams and Team Work

• Give examples of some teams you work with &/or lead currently (or in the past).


Teams and Team Work

• Give one or two examples of teams working well together– when everything clicked

• What made these teams so effective?


Teams and Team Work

• Give an example of when team work was ineffective in accomplishing some goal.

• Why?


What is the single most important characteristic of effective teams?

a) Problem solving capabilities

b) Member relations

c) Communication

d) Egalitarian mode


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?


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?


Team Member Development

• Most people are not born with skills that affect team functioning – they are learned over time; learning teams skills require: – Understanding component behaviors– Perception of the value of the skills – Practice– Feedback – Encouragement through success – More practice


Supportive to Achieve ResultsGoal of a Mission in Mind

Open to IdeasProcesses to Get Ideas Solved

Committed to a GoalContributes to Others

Seeks SuccessRecognize and Respect Differences in Others

Listen and Share InformationSolves Conflict

Contributes to Ideas and SolutionsCommits and Participate Fully

Stays in Touch With Team Members

WIN-WIN SITUATION

Characteristics (Building blocks) of Effective

Team Members


How Team Members Communicate

OUR WAY

NOWAY

YOUR WAY

MY WAY

I’M OKYOU’RE OK

I’M NOT OKYOU’RE NOT OK

YOU’RE OKI’M NOT

I’M OKYOU’RE

NOT

WINWIN

LOSELOSE

YOU WINI LOSE

I WINYOU LOSE


• 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?

Team Development Questions


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


How Teams Develop and Grow

BELIEF

COMMITMENT

TRUST

OPEN

CLOSED

SOCIAL-process

PRODUCT-task


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


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:– Behavior/dependence testing on formal or informal leadership– Limited participation– Anxiety– Fear– Complaints about organizational structure

Tuckman, 1965


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:– Competition– Disunity– concern over excessive work– establishment of unattainable goals– establishment of a hierarchy (pecking order)


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


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

Team Progression


• 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)

Effective Teams


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


• Effective teams have three core activities:– Accomplishment of goals– Internal maintenance– Develop and change to improve effectiveness

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

Dimensions of Effective Teams



• Individual situations determine the decision-making 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


• 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



• Improves outcome of a task

• Maintains consistent communication

• Solves conflict

• Reduces error

• Builds strong relationships

• Promotes responsibility

• Facilitates accomplishment of a task

Results of Effective Team Work


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:– 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


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


• 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

Decision-Making


• Decision By Majority Vote – Commonly used – Efficient – Decisions require difficult commitment of all members– Voting results in team division of winners causes and

losers

Decision-Making


• Decision By Consensus – 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

Decision-Making


:

• 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

Decision by Consensus


Setting Team Goals

• Team goals – 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


• 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

Effective Goals

Joining Together: Johnson & Johnson,2002


Conflicts Within Teams

• Conflict– Will always occur – Arise from varying opinions and feelings– Seldom avoided– Absence indicates apathy/noninvolvement-

AKA “dead group”


• Conflict– Value if managed constructively– Promotes awareness of problems– Encourages change– Increases motivation

• Conflict Resolution– Reduces underlying tension – Promotes team unity

Conflicts Within Teams


Have you learned lessons only of those Who admired you,

Were tender with you, andStood 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

Documents

Northwest Center for Public Health Practice CHILD AND FAMILY DISASTER RESEARCH TRAINING AND EDUCATION