Individuals Make the Individuals Make the Team: Recognizing Team: Recognizing Individual LearnersIndividual Learners

Ashlesha Dayal, MDAshlesha Dayal, MDAssistant ProfessorAssistant ProfessorNadine T. Katz, MDNadine T. Katz, MDAssociate ProfessorAssociate Professor

Albert Einstein College of Medicine Albert Einstein College of Medicine Montefiore Medical Center Montefiore Medical Center

Bronx, NYBronx, NY

ObjectivesObjectives

Establishing that people within a team Establishing that people within a team assume a assume a Role Role

Recognizing different team roles and their Recognizing different team roles and their importance to the team interactionimportance to the team interaction

Understanding basic tenets of Understanding basic tenets of feedback feedback and and remediationremediation

Using knowledge of team roles to offer Using knowledge of team roles to offer individualized and specific feedback individualized and specific feedback

What is a Team?What is a Team?

A cooperative unit created to achieve one A cooperative unit created to achieve one or several goalsor several goals

Team dynamics – unseen “natural forces” Team dynamics – unseen “natural forces” that strongly influence how a team reacts, that strongly influence how a team reacts, behaves or performsbehaves or performs

Team dynamics – dependent on the Team dynamics – dependent on the individual makeup of the team – individual makeup of the team –

the learners the learners

Recognizing Team DynamicsRecognizing Team Dynamics

Looking for the forces that influence team Looking for the forces that influence team behaviorbehavior

Forces includeForces include Personality stylesPersonality styles Tools and technologyTools and technology Organizational cultureOrganizational culture Team processes/ methodologies/ proceduresTeam processes/ methodologies/ procedures

Most important force is Team Roles Most important force is Team Roles (incorporating Personality Styles)(incorporating Personality Styles)

Team RolesTeam Roles Belbin described a team role as “a Belbin described a team role as “a

tendency to behave, contribute and tendency to behave, contribute and interrelate with others in a particular way” interrelate with others in a particular way”

Identification is an effective way to assess Identification is an effective way to assess strengths and weaknesses of individual strengths and weaknesses of individual membersmembers

Provides opportunity for recognition of Provides opportunity for recognition of ways to improve performance and offer ways to improve performance and offer targeted feedbacktargeted feedback

Belbin, R. Meredith, 2003Management Teams: Why They Succeed or FailOxford Press

Team Roles – Action OrientedTeam Roles – Action Oriented

ShaperShaper: challenging, dynamic, thrives on : challenging, dynamic, thrives on pressure pressure

ImplementerImplementer: Disciplined, reliable, : Disciplined, reliable, conservative and efficientconservative and efficient

Completer finisherCompleter finisher: Painstaking, : Painstaking, conscientious, anxiousconscientious, anxious

Team Roles: Action OrientedTeam Roles: Action OrientedStrengths WeaknessesStrengths Weaknesses

Shaper: challenging, Shaper: challenging, dynamic, thrives on dynamic, thrives on pressurepressure

Implementer: Implementer: disciplined, reliable, disciplined, reliable, conservative, efficientconservative, efficient

Completer finisher: Completer finisher: Painstakingly Painstakingly conscientious, conscientious, anxiousanxious

Prone to provocation/ Prone to provocation/ offends easilyoffends easily

Somewhat inflexible/ Somewhat inflexible/ slow to respond to slow to respond to new possibilitiesnew possibilities

Inclined to worry Inclined to worry unduly/ reluctant to unduly/ reluctant to delegatedelegate

Team Roles – People OrientedTeam Roles – People Oriented

CoordinatorCoordinator: Mature, confident, clarifies : Mature, confident, clarifies goals, delegates wellgoals, delegates well

Team workerTeam worker: cooperative, mild, : cooperative, mild, perceptive and diplomaticperceptive and diplomatic

Resource investigatorResource investigator: Extrovert, : Extrovert, enthusiastic, communicativeenthusiastic, communicative

Team Roles: People OrientedTeam Roles: People OrientedStrengths WeaknessesStrengths Weaknesses

Coordinator: mature, Coordinator: mature, confident, clarifies goals, confident, clarifies goals, delegates welldelegates well

Team worker: Team worker: cooperative, mild, cooperative, mild, perceptive, diplomatic, perceptive, diplomatic, averts frictionaverts friction

Resource investigator: Resource investigator: extrovert, enthusiastic, extrovert, enthusiastic, communicative, makes communicative, makes contactscontacts

Can be seen as Can be seen as manipulative/ offloads manipulative/ offloads personal workpersonal work

Indecisive in crunch Indecisive in crunch situationssituations

Over optimistic/ loses Over optimistic/ loses interest after initial interest after initial enthusiasmenthusiasm

Team Roles – CerebralTeam Roles – Cerebral

PlantPlant: creative, imaginative, unorthodox: creative, imaginative, unorthodox Monitor evaluatorMonitor evaluator: sober, strategic, and : sober, strategic, and

discerningdiscerning SpecialistSpecialist: single minded, self starter, : single minded, self starter,

dedicateddedicated

Team Roles: Cerebral Team Roles: Cerebral Strengths WeaknessesStrengths Weaknesses

Plant: creative, Plant: creative, imaginative, imaginative, unorthodox, solves unorthodox, solves difficult problemsdifficult problems

Monitor evaluator: Monitor evaluator: sober, strategic and sober, strategic and discerning, judges discerning, judges accuratelyaccurately

Specialist: single Specialist: single minded, self starter, minded, self starter, dedicateddedicated

Ignores incidentals/ Ignores incidentals/ very preoccupiedvery preoccupied

Lacks drive and ability Lacks drive and ability to inspire othersto inspire others

Narrow contribution, Narrow contribution, dwells on dwells on technicalitiestechnicalities

FeedbackFeedback

Feedback is an essential component in Feedback is an essential component in education because it shapes future performanceeducation because it shapes future performance

The distinction between feedback and evaluation The distinction between feedback and evaluation sets the stage sets the stage

Feedback is formative, behavior basedFeedback is formative, behavior based Evaluation is summative; judgments expressed as normative Evaluation is summative; judgments expressed as normative

statementsstatements

FeedbackFeedback

Students and residents often report that Students and residents often report that they do not receive feedbackthey do not receive feedback

Most students and residents are Most students and residents are inexperienced at seeking out feedback inexperienced at seeking out feedback and need to have time assignedand need to have time assigned

Most faculty are not skilled at giving Most faculty are not skilled at giving feedbackfeedback

Feedback – Helpful Feedback – Helpful TechniquesTechniques

Feedback is enhanced by good Feedback is enhanced by good interpersonal relationshipsinterpersonal relationships

Neutral, private location is optimalNeutral, private location is optimal Must be timelyMust be timely Student buy-in is key to successStudent buy-in is key to success Follow-up is essentialFollow-up is essential Avoid overloadAvoid overload

The Feedback SandwichThe Feedback Sandwich Discuss observations Discuss observations

of skills and of skills and behaviors done wellbehaviors done well

Then identify specific Then identify specific areas in need of areas in need of improvementimprovement

Finish with Finish with suggestions, suggestions, alternative behaviors alternative behaviors and positive and positive commentscomments

Feedback TenetsFeedback Tenets

Think before speakingThink before speaking Feedback should represent shared goals Feedback should represent shared goals Feedback should be expected by the Feedback should be expected by the

learner and be well timedlearner and be well timed Feedback should be based on first hand Feedback should be based on first hand

datadata Feedback should be regulated in quantityFeedback should be regulated in quantity

Reynolds and Ende, 2000. Teaching and Learning in Medical Surgical Education…

Feedback TenetsFeedback Tenets

Feedback should deal with specific Feedback should deal with specific performances, not generalizationsperformances, not generalizations

Feedback should be phrased in Feedback should be phrased in descriptive, non-evaluative languagedescriptive, non-evaluative language

Feedback should deal with decisions and Feedback should deal with decisions and actions, not assumed intentions or actions, not assumed intentions or interpretationsinterpretations

Reynolds and Ende, 2000. Teaching and Learning in Medical Surgical Education…

Feedback TenetsFeedback Tenets

Feedback should include guidelines for Feedback should include guidelines for improving performance (action plan)improving performance (action plan)

Feedback should be based on consistent Feedback should be based on consistent standards and proceduresstandards and procedures

Feedback should be followed upFeedback should be followed up Feedback should be understood by the learner Feedback should be understood by the learner

Ask him/her to repeat it Ask him/her to repeat it

Guidelines For Feedback Guidelines For Feedback ProvidersProviders

Specify that this is the feedback sessionSpecify that this is the feedback session Constructive feedback allows for changeConstructive feedback allows for change Document feedback given and the responseDocument feedback given and the response

Especially in non-responsive situationsEspecially in non-responsive situations Cite specific examples offered in the feedback Cite specific examples offered in the feedback

sessionsession Set date for follow up and follow throughSet date for follow up and follow through Check for student understandingCheck for student understanding

Feedback in “Problem Feedback in “Problem Situations”Situations”

Target the feedback to the particular Target the feedback to the particular learnerlearner Importance of knowing roles in team settingsImportance of knowing roles in team settings Importance of knowing rules of feedbackImportance of knowing rules of feedback

RemediationRemediation

Develop active management plan for Develop active management plan for remediation and document itremediation and document it

Target plan to appreciate theTarget plan to appreciate the “team role” “team role” Follow-through has to be persistentFollow-through has to be persistent Document all feedback and responsesDocument all feedback and responses Define student’s accountability and explain Define student’s accountability and explain

consequences of failure to changeconsequences of failure to change Enlist help when necessary-know Enlist help when necessary-know

escalation procedure at your schoolescalation procedure at your school

Wrap UpWrap Up

Team dynamics are most influenced by Team dynamics are most influenced by team roles assumed by the individual team roles assumed by the individual learnerlearner

Three main role categories are action Three main role categories are action oriented, people oriented and cerebral oriented, people oriented and cerebral

Knowledge of roles and characteristics Knowledge of roles and characteristics offer chance for individualized feedbackoffer chance for individualized feedback

Knowledge of basic feedback tenets is Knowledge of basic feedback tenets is critical to receptive responsecritical to receptive response

The remainder of the session will concentrate on providing focused feedback to particular students and situations, using the concepts of team roles, rules of feedback, and plans of remediation.

Team Role Strengths Allowable Weakness

Plant (PL) Creative, unorthodox Ignores incidentals

Resource Investigator (RI) Enterprising, develops contacts Over-optimistic

Co-ordinator (CO) Good chairperson, clarifies goals Manipulative

Shaper (SH) Challenging, dynamic Provocative

Monitor Evaluator (ME) Discerning, judges accurately Slow moving

Team Worker (TW) Cooperative, diplomatic Indecisive

Implementer (IMP) Efficient, disciplined Inflexible

Completer Finisher (CF) Conscientious, painstaking Reluctant to delegate

Specialist (SP) Single minded, seeker of knowledge Contributes on a narrow front

Team RoleTeam Role StrengthsStrengths Allowable Allowable WeaknessesWeaknesses

Plant (PL)Plant (PL) Creative, unorthodoxCreative, unorthodox Ignores incidentals

Resource Investigator (RI)

Enterprising, develops contacts

Over-optimistic

Co-ordinator (CO) Good chairperson, clarifies goals

Manipulative

Shaper (SH) Challenging, dynamic Provocative

Monitor Evaluator (ME) Discerning, judges accurately

Slow moving

Team Worker (TW) Cooperative, diplomatic Indecisive

Implementer (IMP) Efficient, disciplined Inflexible

Completer Finisher (CF) Conscientious, painstaking

Reluctant to delegate

Specialist (SP) Single minded, seeker of knowledge

Contributes on a narrow front

I

The PLANT (PL), the RESOURCE INVESTIGATOR (RI), the SHAPER (SH), the MONITOR-EVALUATOR (ME), the CO-ORDINATOR (CO), the IMPLEMENTER (IMP), the TEAM WORKER (TW) and the COMPLETER-

FINISHER (CF)