VMS1002 2024-25 Teamwork & Salas' Big Five PDF

WEEK 5: TEAMWORKING FLIPPED LEARNING G E T T I N G S TA R T E D : INCLUDING SALAS’ BIG FIVE  LEARNING OUTCOME: Describe theoretical aspects of team formation, why teamwork is important and demonstrate ability to participate in group situations....

WEEK 5: TEAMWORKING FLIPPED LEARNING G E T T I N G S TA R T E D : INCLUDING SALAS’ BIG FIVE  LEARNING OUTCOME: Describe theoretical aspects of team formation, why teamwork is important and demonstrate ability to participate in group situations. 2 LEARNING OBJECTIVES Discuss some factors to consider when forming a team, the purpose behind team formation and the different types of teams that can exist. Discuss approaches to team formation in terms of theoretical models such as: The ‘Big Five’ (Salas et al) – 5 core components underpinned by 3 co-ordinating mechanisms Stages of Team Development (Tuckman) Team Roles (Belbin) Discuss some of the challenges that can occur within teams Discuss ways you can assess the performance of a team 3  RCVS D1 COMPETENCES #1: Act professionally, as informed by the RCVS Code of Professional Conduct. The RCVS Code of Professional Conduct is available on the RCVS website at www.rcvs.org.uk/vetcode. The Code sets out veterinary surgeons’ professional responsibilities, and along with supporting guidance provides advice on the proper standards of professional practice. #19: Work effectively as a member of a professional/ inter-professional team, fully recognising the contribution of each professional, and demonstrate an understanding of cognitive diversity. The team may include veterinary nurses, practice managers, technicians, farriers, nutritionists, physiotherapists, veterinary specialists, meat hygiene inspectors, animal handlers and others. The veterinary surgeon should be familiar with and respect the roles played by others in the team and be prepared to provide effective leadership when appropriate, and contribute to the synthesis that ensures that team outputs are always optimal. 4 W H AT I S A T E A M ? This Photo by Unknown Author is licensed under CC BY-SA A team: Two or more people who perform interdependent tasks to work towards accomplishing a mission or special objective. (ASQ, 2024) Photo credit: kevin dooley on VisualHunt.com 5 LEARNING OBJECTIVES Discuss some factors to consider when forming a team, the purpose behind team formation and the different types of teams that can exist. Discuss approaches to team formation in terms of theoretical models such as: The ‘Big Five’ (Salas et al) – 5 core components underpinned by 3 co-ordinating mechanisms Stages of Team Development (Tuckman) Team Roles (Belbin) Discuss some of the challenges that can occur within teams Discuss ways you can assess the performance of a team 6 Different Team Types Academic Multi-disciplinary Self-managed Business Office Sports Clinical Orchestra Students Creative (e.g. dance/ theatrical) Panels Surgical Cross-functional Personal (family) Task-force Functional Professional (work) Therapy groups Governance Project Troubleshooting Hospitality Quiz team Veterinary Marketing Research Volunteering Medical Rescue Work/ Colleagues Military School Credit: VMS1002 2022-23 and 2023-24 cohorts Challenges associated with Teamwork Ability differences Disengagement Personality (e.g. Intraversion/ extroversion) Attendance/Absences Environment Practicalities Arguments Experience Productivity Awkwardness Finding motivation Relationships Building Trust Goal-setting (failure/ lack of clarity) Resources (lack of) Clashing characteristics Hierarchy Role allocation Commitment issues Inclusivity Scheduling Communication Injuries Storming Competition In-person vs online Stress Complaints Lack of contribution/ unequal contribution Strengths not identified Contribution Language barriers Superiority complexes Conflict/ arguments Leadership issues Technical issues Control/ disagreements Listening issues Time constraints Coordination Miscommunication Time management Deadlines Misunderstandings Trust issues Delegating Non-compliance Understanding Deviation from plan Opinions: strong differences Unfairness Credit: VMS1002 2022-23 and 2023-24 cohorts Different working styles Organisation Workload 8 Disagreement Other commitments Assessing the performance of a team Achievements Feedback – group and personal Personal feedback Ability to carry out task Final outcome/ result/ product Personal satisfaction Benchmarks met Focus Presentations Body language Goalsetting Productivity Checkups Goals/ objectives met Profits Checkpoints Grades Quality of work Cohesion Harmonious/ civil relations Rapport in workplace Contributions of members to task How people feel Reflection as a group Communication (quality of) Input/ output Response to feedback Resources used Competitions Interdependence Results Completion of tasks KPI (Key Performance Indicators) Regular meeting Deadlines met Management feedback Satisfaction (team members, clients, customers, other stakeholders) Demanding work Measurable achievements Surveys Efficiency Milestones Task completion Engagement Participation by all members Time management Exams/ Tests Peer review/ feedback Credit: VMS1002 2022-23 and 2023-24 cohorts Wellbeing Feedback > Backup behaviour Performance 9 LEARNING OBJECTIVES Discuss some factors to consider when forming a team, the purpose behind team formation and the different types of teams that can exist. Discuss approaches to team formation in terms of theoretical models such as: The ‘Big Five’ (Salas et al, 2005) – 5 core components underpinned by 3 co-ordinating mechanisms Stages of Team Development (Tuckman) Team Roles (Belbin) Discuss some of the challenges that can occur within teams Discuss ways you can assess the performance of a team 10 (Salas et al, 2005) 11  THE “BIG FIVE” “Is there a “Big Five ” in Teamwork?” Salas et al (2005) (University of Central Florida) 1. Team leadership 2. Mutual performance monitoring 3. Backup behavior 4. Adaptability 5. Team orientation Supporting coordinating mechanisms: Shared mental models Closed-loop communication Mutual trust 12 TEAM LEADERSHIP 13  TEAM LEADERSHIP Defining goals and organising resources Diagnose issues Generate a range of possible solutions and oversee the implementation of the most appropriate one(s) Monitoring the internal & external environment > adaptability to changes Enabling interdependent action and facilitating team problem solving Role in creation and maintenance of accurate ‘mental model’ (an accurate shared understanding of objectives, resources, constraints and roles among members. Expectations for behaviour and performance established Managing independent individuals and combine and synchronise their contributions Creation of optimal team “climate” > encouraging mutual performance management, backup behaviour and adaptability Promote members’ understanding of their interdependence and benefits of their association 14 M U T UA L P E R F O R M A N C E M O N I TO R I N G 15  MUTUAL PERFORMANCE MONITORING Keeping track of team members’ work whilst attending to own work Check things are running smoothly & procedures are followed Very important when team faced with stressful tasks (to avoid mistakes by overloaded members) Promotes members’ awareness of their performance and mutual accountability Every team member’s responsibility to ID and initiate remedy For this to be effective & ‘consequential’, a ‘shared mental model’ AND an open, trusting and cohesive climate is required (Avoid it feeling like people are ‘keeping tabs’) Boosts team synergy & effectiveness if it enhances feedback & backup behaviour Ensures timely engagement in back-up behaviour e.g. with member fatigue/ overload Care in HOW the feedback is given 16 BACKUP B E H AV I O U R 17  BACKUP BEHAVIOUR Members providing resources and/ or effort to the task when needed Can be: Feedback/ coaching Assistance of overloaded teammate Completion of task for overloaded teammate Ability of team members to compensate for one another during high stress periods Redistribution of workload An adaptation to a changing environment Is distinct from ‘helping’, especially if ‘helping’ occurs at expense of overall task completion (Shared mental models and mutual performance monitoring needed) 18 ADAPTABILITY 19  A D A P TA B I L I T Y Amendment/ adjustments of actions prompted by recognition of deviations from expected trajectory and unanticipated challenges Requires bird’s eye perspective of team goals and changes to situation Ensure that adaptation is focused, not random, and that it is driven by intended goals Response to unanticipated challenges Requires shared mental models, optimal mutual performance monitoring and backup behaviours Essential for teams engaged in innovation and or teams after experiencing setbacks Jeopardised by teams that engage in habitual behaviours E.g. emergency room situations- change of tack as new facts emerge 20 T E A M O R I E N TAT I O N 21  T E A M O R I E N TAT I O N An attitude An affinity for working with others Individual performance enhanced through processes during group endeavours A willingness to consider and accept feedback as well as assistance Enhances mutual performance monitoring and acceptance of the assistance of team members during backup behaviours Management (leadership) can help foster this ‘malleable’ attitude. 22 S U P P O R T I N G C O O R D I N AT I N G M E C H A N I S M S Shared mental models Closed-loop communication Mutual trust 23 SALAS’ BIG FIVE: GRAPHICAL R E P R E S E N TAT I O N 24 Salas et al (2005) p571 QUESTIONS? Please post them on the Discussion Forum 25 REFERENCES: Salas, E., Sims, D. E., Burke, C. S., 2005. Is there a “Big Five” in Teamwork? Small Group Research, 36, 555–599. ASQ, 2024. Learn about quality – what is a team? https://asq.org/quality-resources/teams (Accessed 13 October, 2024). 26