Individuals Make the Team: Recognizing Individual Learners

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Individuals Make the Team Recognizing Individual
Learners

• Ashlesha Dayal, MD
• Assistant Professor
• Nadine T. Katz, MD
• Associate Professor
• Albert Einstein College of Medicine Montefiore
  Medical Center
• Bronx, NY

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Objectives

• Establishing that people within a team assume a
  Role
• Recognizing different team roles and their
  importance to the team interaction
• Understanding basic tenets of feedback and
  remediation
• Using knowledge of team roles to offer
  individualized and specific feedback

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What is a Team?

• A cooperative unit created to achieve one or
  several goals
• Team dynamics unseen natural forces that
  strongly influence how a team reacts, behaves or
  performs
• Team dynamics dependent on the individual
  makeup of the team
• the learners

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Recognizing Team Dynamics

• Looking for the forces that influence team
  behavior
• Forces include
• Personality styles
• Tools and technology
• Organizational culture
• Team processes/ methodologies/ procedures
• Most important force is Team Roles (incorporating
  Personality Styles)

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Team Roles

• Belbin described a team role as a tendency to
  behave, contribute and interrelate with others in
  a particular way
• Identification is an effective way to assess
  strengths and weaknesses of individual members
• Provides opportunity for recognition of ways to
  improve performance and offer targeted feedback

Belbin, R. Meredith, 2003 Management Teams Why
They Succeed or Fail Oxford Press
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Team Roles Action Oriented

• Shaper challenging, dynamic, thrives on pressure
  
• Implementer Disciplined, reliable, conservative
  and efficient
• Completer finisher Painstaking, conscientious,
  anxious

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Team Roles Action OrientedStrengths
Weaknesses

• Shaper challenging, dynamic, thrives on pressure
• Implementer disciplined, reliable, conservative,
  efficient
• Completer finisher Painstakingly conscientious,
  anxious

• Prone to provocation/ offends easily
• Somewhat inflexible/ slow to respond to new
  possibilities
• Inclined to worry unduly/ reluctant to delegate

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Team Roles People Oriented

• Coordinator Mature, confident, clarifies goals,
  delegates well
• Team worker cooperative, mild, perceptive and
  diplomatic
• Resource investigator Extrovert, enthusiastic,
  communicative

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Team Roles People OrientedStrengths
Weaknesses

• Coordinator mature, confident, clarifies goals,
  delegates well
• Team worker cooperative, mild, perceptive,
  diplomatic, averts friction
• Resource investigator extrovert, enthusiastic,
  communicative, makes contacts

• Can be seen as manipulative/ offloads personal
  work
• Indecisive in crunch situations
• Over optimistic/ loses interest after initial
  enthusiasm

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Team Roles Cerebral

• Plant creative, imaginative, unorthodox
• Monitor evaluator sober, strategic, and
  discerning
• Specialist single minded, self starter, dedicated

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Team Roles Cerebral Strengths Weaknesses

• Plant creative, imaginative, unorthodox, solves
  difficult problems
• Monitor evaluator sober, strategic and
  discerning, judges accurately
• Specialist single minded, self starter, dedicated

• Ignores incidentals/ very preoccupied
• Lacks drive and ability to inspire others
• Narrow contribution, dwells on technicalities

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Feedback

• Feedback is an essential component in education
  because it shapes future performance
• The distinction between feedback and evaluation
  sets the stage
• Feedback is formative, behavior based
• Evaluation is summative judgments expressed as
  normative statements

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Feedback

• Students and residents often report that they do
  not receive feedback
• Most students and residents are inexperienced at
  seeking out feedback and need to have time
  assigned
• Most faculty are not skilled at giving feedback

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Feedback Helpful Techniques

• Feedback is enhanced by good interpersonal
  relationships
• Neutral, private location is optimal
• Must be timely
• Student buy-in is key to success
• Follow-up is essential
• Avoid overload

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The Feedback Sandwich

• Discuss observations of skills and behaviors done
  well
• Then identify specific areas in need of
  improvement
• Finish with suggestions, alternative behaviors
  and positive comments

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Feedback Tenets

• Think before speaking
• Feedback should represent shared goals
• Feedback should be expected by the learner and be
  well timed
• Feedback should be based on first hand data
• Feedback should be regulated in quantity

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

• Feedback should deal with specific performances,
  not generalizations
• Feedback should be phrased in descriptive,
  non-evaluative language
• Feedback should deal with decisions and actions,
  not assumed intentions or interpretations

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

• Feedback should include guidelines for improving
  performance (action plan)
• Feedback should be based on consistent standards
  and procedures
• Feedback should be followed up
• Feedback should be understood by the learner
  Ask him/her to repeat it

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Guidelines For Feedback Providers

• Specify that this is the feedback session
• Constructive feedback allows for change
• Document feedback given and the response
• Especially in non-responsive situations
• Cite specific examples offered in the feedback
  session
• Set date for follow up and follow through
• Check for student understanding

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Feedback in Problem Situations

• Target the feedback to the particular learner
• Importance of knowing roles in team settings
• Importance of knowing rules of feedback

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Remediation

• Develop active management plan for remediation
  and document it
• Target plan to appreciate the team role
• Follow-through has to be persistent
• Document all feedback and responses
• Define students accountability and explain
  consequences of failure to change
• Enlist help when necessary-know escalation
  procedure at your school

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Wrap Up

• Team dynamics are most influenced by team roles
  assumed by the individual learner
• Three main role categories are action oriented,
  people oriented and cerebral
• Knowledge of roles and characteristics offer
  chance for individualized feedback
• Knowledge of basic feedback tenets is critical to
  receptive response

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• 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.

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