Continuous Improvement of Team Samples †MyAssignmenthelp.com

Question: Discuss about the Continuous Improvement of Team. Answer: One of the important group projects that I have been able to be a part of was the Spotlight Project. It was basically a group work o where we wanted to build a tin dog as an entrance statement for the town (Willgerodt et al., 2015). We actively participated to in the task and we wanted the passerbys to stop on the highway and visit our community to see our village. Another important group work that I have been a part of is that of the GOATS, where I saw about 40 bands coming and performing live on the stage in an environment that is free from all kinds of illegal activities like taking of drugs and alcohols (Willgerodt et al., 2015). Another important group work that has been very much helpful and memorable for me is that of the ChIPS (Morgan Stewart 2017). This is a very good endeavor that is made by the society in order to help the young generation of the country aging between 12-25 years of age who are suffering from some or the other kind of sicknesses. This program generally aims at helping them to fight with their disabilities, by giving them the moral and emotional support, and also by helping them to regain their lost confidence. However, there was one problem that existed in this particular group work that is the ChIPS. Usually there are many different levels or stages involved in the formation of any and every group. These stages are forming, storming, norming, performing and adjourning. A group is usually a cluster f many different people. I have seen that there are often many disputes that take place between the group members. This is because all are having a different thought process and a different kind of mindset. Often there are clashes among the opinions and objectives of all the group members (Owen et al., 2014). One of the problems that I encountered was in the ChIPs. There were health professionals that often visited the group in order to see the progress and according to them, that though the patients were receiving the treatment of their symptoms, but they were not really getting the emotional support which was most important. As I was in charge of the entire group, I saw that there was a major problem right at the root levels. In other words there was some loophole in the forming of the group. I saw some of the group members actively participating in all the activities. Some of them were also undertaking some of the leadership rules like taking charge of arranging a group picnic for the sick and weak people, or arranging for some games and educational seminars for them. While the problem with other group members was that right during the formation of the team, they were not properly informed about the kind of people that they will have to deal with. As a result of which they were often losing their temperament while dealing with the young people that came there for help. The first thin g that I explained to those team members was that they must stop addressing those people as patients. The very word patient will de motivates those people. Our motif must be to motivate them and help them grow in life, rega in their lost confidence rather than discouraging them (Azar et al., 2017). They must be treated as normal people like us. They are to be taken care of because they are people who are sick and are suffering from some kind of illness. One of the major reasons that were hindering the team from progressing was the lack of proper cooperation among and zeal. In order to overcome this, I wanted to establish the group identity and the group loyalty among the group members. I made sure to explain the purpose of the group very clearly and also explained my team members the ways in which they must prepare themselves to prpoppagate on the work and make the team effort a geeat success. References Azar, J. M., Johnson, C. S., Frame, A. M., Perkins, S. M., Cottingham, A. H., Litzelman, D. K. (2017). Evaluation of interprofessional relational coordination and patients perception of care in outpatient oncology teams.Journal of interprofessional care,31(2), 273-276. Morgan, S. D., Stewart, A. C. (2017). Continuous Improvement of Team Assignments: Using a Web?Based Tool and the Plan?Do?Check?Act Cycle in Design and Redesign.Decision Sciences Journal of Innovative Education,15(3), 303-324. Owen, J. A., Brashers, V. L., Littlewood, K. E., Wright, E., Childress, R. M., Thomas, S. (2014). Designing and evaluating an effective theory-based continuing interprofessional education program to improve sepsis care by enhancing healthcare team collaboration.Journal of interprofessional care,28(3), 212-217. Willgerodt, M. A., Abu-Rish Blakeney, E., Brock, D. M., Liner, D., Murphy, N., Zierler, B. (2015). Interprofessional education and practice guide no. 4: Developing and sustaining interprofessional education at an academic health center.Journal of interprofessional care,29(5), 421-425.