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As supervisor of this team I think it important that we take a multi-method measurement approach. As such we will combine qualitative and quantitative designs and tests to triangulate the perceptions and outcomes of my team. The literature shows that self-reflection and peer ratings are fantastic ways for small groups to gauge their level of functioning, cooperation and how to overcome interpersonal conflicts that may affect the outcome of group goals (Prebble & Frederick, 2007). Understanding of research design and measurement, particularly with regards to team functioning, is critical in health management science. Multi-disciplinary teams are required to service the individual needs and contextual parameters for a client/patient’s care. Thus, knowledge of how a group functions to identify best practices and weak processes is of tremendous benefit to health management workers, patients/clients and the wider community.
In-depth interviews have been used in the past, such as in the research of Crother-Lurin (2006). She found that the team was able to identify challenges in building itself and in keeping an effective attitude toward working together. Her results were used to inform Canadian healthcare in terms of its organizational functions that affect teamwork and the implications of policies that exist at this time as well as their regulation and legislation pertaining to teams (Crother-Lurin, 2006).
However, for this project it is felt that in-depth interviews would be time consuming, especially in terms of transcribing the recorded interviews and undertaking a thematic analysis. There is also a large margin for researcher bias in the way in which answers are interpreted. Thus, for this study the team I am a part of will undertake a single focus group with all of us at the beginning and end of our projects to give a pre post analysis of overall group cohesion, purpose and implementation of findings.
From our first meeting each of us will keep a personal journal for self reflection of decisions and actions, grounding these in theories and models to guide better practices. Journal posts will be welcomed into discussions during activities to achieve goals, journaling about these discussions will be expected so that each member is continuously analyzing their own behaviors and choices and the consequences of these (Gray, 2005). And in doing so is making continual reference to up-to-date peer reviewed literature to ground conclusions and insights.
Finally, inter-group review of performance will take place at the completion of each mini-goal. Likert scales and yes/no answers will provide as near to accurate as possible with instruments at disposal to measure perceptions, attitudes and values of team members with regards to their needs and expectations of other team members. This method is especially important to ensure that each team member defines concepts and boundaries in a similar way to allow for cohesive decision-making and laser focus on a goal (Free Management Library, 2006). The combination of methods to measure team performance against expected outcomes allows for a richer picture of leadership strengths within the team and individual/synthesized skills, knowledge and competencies.
It is felt that a mix of qualitative and quantitative data collection and analysis will help meet the aims of the 2005 Health Council of Canada goals; to seek to enhance teamwork throughout healthcare settings; to improve inter-professional collaboration in healthcare; to review current policies and systems that may be acting as barriers to the transformation of healthcare into one that is team-based and client-focused (Moore, 2005). Ultimately, continuous research into personal practices of a team member and integrated data of inter-group functioning and comparison of outcomes to expectations, can inform policy makers as to best practices in the healthcare system to support effective teamwork and improvement of patient/client care and everyone’s safety.
References
Crother-Laurin, C. (2006). Effective teams: A symptom of healthy leadership. The Journal for Quality and Participation, 29(3), 4.
Free Management Library (2006). Team Building. Web.
Gray, P. (2005). It is not just money that motivates staff. GP, 35.
Moore, L.G. (2006). Creating a high-performing clinical team. Family Practice Management, 13(3), 38.
Prebble, D., & Frederick, H. (2007). 10 Ways to distinguish between a team and a group. Web.
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