Building Foundations for Team Effectiveness
| Module title | Building Foundations for Team Effectiveness |
|---|---|
| Module code | HPDM187DA |
| Academic year | 2024/5 |
| Credits | 20 |
| Module staff | Dr Susanne Smith (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 8 |
| Number students taking module (anticipated) | 48 |
|---|
Module description
In this module you will explore the importance of leadership in promoting a positive team culture that thrives on its diversity: united by a shared purpose and an ethic of performance. Through a mix of theoretical learning and workplace exercises you will develop your understanding of what constitutes an effective team by examining team purpose, membership, operating principles, and community. You will also critically review your team’s objectives and how these align with the KPIs of your organisation. Application of your theoretical learning will be focussed on inclusive and reflexive team development.
Module aims - intentions of the module
This module builds on the first module by extending the reflexive process from self to that of the team. Contemporary theories of team development and performance will be applied to a team within your workplace. You will work through a team diagnostic tool over the course of the module with the support and guidance of faculty and your peers. This will enable you to understand the current position of the team, and what improvements could be made to domains including effectiveness, identity, purpose, role clarity, decision making, communication, constructive debate, and inter-team working. You will be equipped to work positively on team culture, psychological safety, and to convey the importance of these inter-related qualities in delivering excellent care.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Demonstrate systematic understanding of the theories and debates relating to team-based working, team effectiveness and the development of effective team climates.
- 2. Critically evaluate how to create a team climate which is inclusive and promotes positive attitudes and behaviours.
- 3. Develop a critical understanding of approaches to team development, inter-team working and multi-disciplinary team working.
- 4. Analyse and critique the evidence relating to effective team working and quality of patient care.
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 5. Explain and analyse different communication strategies.
- 6. Demonstrate practical skills in leadership practice to improve the quality of patient care at individual, team and organisational levels.
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 7. Explain and analyse how to develop team positivity and constructive debate.
- 8. Understand how to build team identity and develop team objectives.
Syllabus plan
Weeks 1-2: Team-based working in Health and Social Care.
Weeks 3-4: Dimensions of effective team working.
Weeks 5-6: Building team identity and developing team objectives.
Weeks 7-8: Extending your team development journey.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 8 | 192 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching activities | 8 | Tutor group, Masterclasses |
| Guided independent study | 192 | Guided online materials, self-learning and work-based learning |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Draft Critical assignment | 500 words | 1-8 | Written & oral |
| Draft Work-based assignments x2 | 500 words | 1-8 | Written & oral |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Critical assignment | 100 | 2000 words | 1-8 | Written |
| Work-based learning assignment 1 (Pass/Fail grading) Must be passed for the module to be passed | 0 | 500 words | 5-8 | Written |
| Work-based learning assignment 2 (Pass/Fail grading) Must be passed for the module to be passed | 0 | 500 words | 5-8 | Written |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Critical assignment | Critical assignment (100%) | 1-8 | Programme schedule dependent |
| Work-based learning assignment 1 | Work-based learning assignment (work-based evidence) (0%, P/F) | 5-8 | Programme schedule dependent |
| Work-based learning assignment 2 | Work-based learning assignment (work-based evidence) *resubmission (0%, P/F) | 5-8 | Programme schedule dependent |
Re-assessment notes
All passed components of the module will be rolled forward and will not be reassessed in the event of module failure.
Re-assessment is not available for work-based evidence assignments once Gateway deadline is passed.
Indicative learning resources - Basic reading
Ashby, K. and Mahdon, M. (2011) Why do employees come to work when ill? An investigation into sickness presence in the workplace. (Accessed: 27 February 2024).
Borrill, C.S., West, M.A., Carter, M., and Dawson, J.F. (2004) The relationship between staff satisfaction and patient satisfaction. Available at: http://www.affinaod.com/wp-content/uploads/2015/01/Staff-Satisfaction-and-Patient-Satisfaction.pdf (Accessed: 7 August 2019).
Buttigieg, S., West, M.A. and Dawson, J.F. (2011) ‘Well-structured teams and the buffering of hospital employees from stress’, Health Services Management Research, 24 (4), pp. 203-212. (Accessed: 27 February 2024).
Carter, A.J. and West, M.A. (1999) ‘Sharing the burden: teamwork in health care settings’, in Firth-Cozens, J. and Payne, R. (eds.) Stress in health professionals: psychological causes and interventions. Chichester: Wiley. pp.191-202. (Accessed: 27 February 2024).
Department of Health (2009, updated 2018) NHS Health and Well-being. Final Report. London: The Stationery Office. (2009 report available here and 2018 update available here). (Accessed: 27 February 2024).
Lyubovnikova, J. and West, M.A. (2013) ‘Why teamwork matters: enabling health care team effectiveness for the delivery of high-quality patient care’, in Salas, E., Tannenbaum, S., Cohen, D. and Latham, G. (eds.) Developing and enhancing teamwork in organizations: evidence-based practice and guidelines. San Francisco: Jossey Bass. pp. 331-372. (Accessed: 27 February 2024).
Macy, B.A. and Izumi, H. (1993) ‘Organizational change, design, and work innovation: a meta-analysis of 131 North American field studies – 1961-1991’, Research in Organizational Change and Development, 7, pp. 235-313. (Accessed: 27 February 2024).
Savelsbergh, C. and Delarue, A. (2005) Team typologies: what is the direction? 9th international workshop on teamworking. Portugal, New University of Lisbon, September 8-9. (Accessed: 27 February 2024).
West, M.A, Borrill, C.S, Dawson, J.F, Scully, J., Carter, M., Anelay, S., Patterson, M. and Waring, J. (2002) ‘The link between the management of employees and patient mortality in acute hospitals’, International Journal of Human Resource Management, 13 (8), pp. 1299-1310. (Accessed: 27 February 2024).
West, M.A, Dawson, J.F. and Beinart, S. (2005) Healthcare Commission summary of key findings: 2004 NHS staff survey. London: Commission for Healthcare Audit and Inspection. (Accessed: 27 February 2024).
West, M.A., Guthrie, J., Dawson, J.F., Borrill, C.S. and Carter, M. (2006) ‘Reducing patient mortality in hospitals: the role of human resource management’, Journal of Organizational Behavior, 27 (7), pp. 983-1002. (Accessed: 27 February 2024).
West, M.A. (2021). Compassionate Leadership sustaining wisdom, humanity and presence in health and social care. The Swirling Leaf Press. (Accessed: 27 February 2024).
Goodwin, G., Burke, S., Wildman, J. and Salas, E. (2013) Team effectiveness in complex organisations. London: Routledge. pp. 3-16.
Heron, J. (1999) The complete facilitator's handbook. London: Kogan Page. pp. 26-40.
KPMG International (2013) Netherlands: Buurtzorg empowered nurses focus on patient value. Switzerland: KPMG International.
KPMG International (2013) US: Changing relationships with physicians at Virginia Mason Medical Center. Switzerland: KPMG International. https://sla-uob.leadershipacademy.nhs.uk/pluginfile.php/1633/mod_resource/content/1/Changing relationships with physicians at Virginia Mason Medical Center.pdf
Pritchard R.D. (1990) Measuring and improving organisational productivity: a practical guide. Greenwood: New York.
Equality Act (2010) Available at: http://www.legislation.gov.uk/ukpga/2010/15/contents (Accessed: 29 June 2016)
Kline, N. (1999) Time to think: listening to ignite the mind. London: Cassell Illustrated. pp. 58-61.
Kline, N. (2009) More time to think: a way of being in the world. Pool-in-Wharfedale: Fisher King Publishing. pp. 186-189.
Kline, N. (2015) More time to think: the power of independent thinking. London: Cassell Illustrated. pp. 24-29.
Indicative learning resources - Web based and electronic resources
- ELE – Course: Senior Leader Healthcare EGA (APP_DA_Senior_Leader_Healthcare_EGA) | ELE (exeter.ac.uk)
- NHS LA Virtual Campus – Link to be provided from ELE
Indicative learning resources - Other resources
- Team diagnostic such as the NHS Leadership Academy Team Toolkit.
| Credit value | 20 |
|---|---|
| Module ECTS | 10 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 07/10/2024 |
