Target

Learning Objectives

As a result of participating in this activity, learners will:

1. Demonstrate leadership behaviors and qualities in the execution of a simple task and analyze their successes.
2. Test various models of leadership and formulate strategies that empower other team members.
3. Compare the impact of collaborative efforts and those in which no collaboration occurs.

Description

1. Assemble students into teams of 5-6 using some method to ensure diversity/interprofessionalism on each team.
2. Prior to this experience, facilitators will need to create patterns that will serve as target designs for this activity.  These target designs are two-dimensional and will use 12-15 pieces.  The intent is that the leader will be able to describe the design to teammates who cannot see it.  You may want to provide multiple choices to leaders as to which design they choose.  This is especially helpful if you are using multiple teams close together to ensure that teams are working on different puzzles.  Please see sample design provided in attached handout.

Recommendations

Recommended for small or medium groups due to the need for verbal communication between leaders and teams.  Quick set-up.

Size

Small Group, Medium Group

Equipment

Minimal Equipment - Domino-like blocks or small wooden pieces, pre-printed leader sheets.

Time

One Hour

Modifications

Lesson

Leadership and Communication

The designated leader sits back-to the team, unable to see their work. The leader has a target pattern drawn on paper he/she wants the team to replicate using the blocks.

Round 1:   Without seeing their progress, and with no questions allowed in either direction, the leader directs the team in how to successfully build the design. After established time has elapsed, check the team’s work .

Round 2: Again, without seeing their progress, but allowing questions and answers in both directions, direct the team to success. Elevate the cognitive load: Add in the dimension of correct color.

Debrief Questions

1. Leaders, what was it like to be giving directions to a team without being fully aware of their progress?
2. Team members, how did you feel about being on a team with only one way communication?
3. In what ways do teams of which we are a part fail to communicate effectively due to structural barriers, such as leaders who aren’t in clear communication with their teams?
4. How can leaders encourage their team members to ask questions?

Clinical Application

A provider is caring for a patient recovering from a stroke. The patient answers yes/no to most questions by nodding. Is this two-way communication? If not, what steps can be taken to insure two-way communication? Do we give feedback to patients? If so, how? Why is it important to give feedback to patients about their progress?

Bloom's Taxonomy

Analyze/Apply
Evaluate/Create

TeamSTEPPS domain

Communication
Leadership

IPEC Competency

TT 1 & 8
CC 1, 4 & 5

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Lesson

Information and Interpretation

The leader is provided a design for the team to replicate using the blocks provided. The leader looks at the example for 15 seconds and surrenders the design back to the facilitator. Drawing from memory or interpretation, direct the team to replicate the design as quickly, completely, and accurately as possible.

Debrief Questions

1. What happens if the leader is uncertain about the vision for the team?
2. What are the implications related to a shared vision if only one person has the opportunity to see/engage in that vision, and others are reliant on their interpretation?
3. What is the responsibility of a leader who realizes that they may not fully understand the target vision?

Clinical Application

A stem cell transplant patient is being discharged to home. The PA, nurse, pharmacist and social worker each give the family a great deal of verbal information regarding medications, restrictions, and follow-up appointments. What steps can be taken to insure that patients have both heard and interpreted the information correctly? Provide an example of an outcome when a patient has not correctly interpreted the information given to them about their follow-up care.

Bloom's Taxonomy

Analyze/Apply
Evaluate/Create

TeamSTEPPS domain

Communication
Leadership
Mutual Support

IPEC Competency

VE 3
RR 2
CC 1, 4, 5 & 7
TT 5

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Lesson

Winning Outcomes through Collaboration

Place the picture of the target design where everyone on the team can see it. As quickly as possible, organize a system in which every team member contributes to the completion of the design in some way. Observe the willingness of team members to identify their contribution.

Debrief Questions

1. How can a team work together to accomplish a complex task? Identify strategies your team used to successfully reconstruct the target picture.
2. How helpful was each individual team member in this task? What are the implications for teams when not all tasks are equally achievable for individual team members?

Clinical Application

The team was discussing the complex discharge of patient to home with a tracheostomy. The nurse and the social worker adamantly disagreed about the readiness of the family for discharge. The team starts to take sides. What steps should be taken to insure a collaborative solution? Who is responsible?

Bloom's Taxonomy

Analyze/Apply
Evaluate/Create

TeamSTEPPS domain

Communication
Situation Monitoring

IPEC Competency

VE 7
RR 2
CC 1, 4-7
TT 5, 7, 8 & 11

Summary

With inexpensive, domino-like blocks, learners experience cultures in which no questions are allowed versus ones in which information is freely exchanged and how that impacts successful achievement of goals!

Contact

For more information about how to utilize games, low-fidelity simulation, and interactive learning to teach concepts of teamwork and collaboration, contact Better.Teams@rosalindfranklin.edu

Related Tags

communication, conflict, dominoes, feedback, inexpensive, ip communication, leadership, low barrier, low resource, puzzles, situational leadership, team function, team membership, team structure, teams and teamwork