Description of the Group Activity:
The main objective of the work was to find the best ways of improving waiting areas, through suggestions and proposals issued and recommended by clients. It was a charming experience full of enthuses and hard work based on determination to achieve best results and quality work. The work formulated was original, under the participation of six group members. I enjoyed working with the members, as they provided excellent cooperation and a better environment for learning. The fundamental ideas were coordinated and organized in a precise manner. The topic of the audit was chosen based on the clients’ satisfaction levels of two waiting rooms, situated in a diagnostic imaging department. The then standards of the waiting rooms were checked, and an expected quality information was obtained from the service users. This was made possible by the assistance of vital documents; Local Guidelines and policies, Legislation and National Guidelines and Policies. In addition to this, appropriate code of ethics was taken into consideration, and appropriate methodologies were used which included the issuance of the questionnaires and face-to-face interviews.
The project was based on two waiting rooms; large and small. The main complain regarding the large waiting room was the lack of privacy and refreshment. With the small room, the temperatures were so low and there were no sources of entertainment, for instance magazines and books for reading. The findings were analyzed, and best recommendations were given to facilitate the improvement of the waiting rooms and issuance of the best services that would be satisfactory to the patients.
I had the best experience working with the group, sharing of ideas was splendid, and it amounted to much benefit. The members had a lot of determination and self-discipline that enabled the minimization of problems in the group. The project commenced well, and each member of the group was assigned a role for the maximum realization of the team’s objectives. The group members were remarkably understanding with effective contributions, which undoubtedly defined the best aspects of an ultimate group work.
The group had a plethora of characteristics that helped us set and manage our objectives well. We had a decent interpersonal interaction that emphasized on a disciplined mode of communication that facilitated a soothing interaction (Levi, 2011). Still on social and communication skills, communication between the members, which was vital, enabled us understand the set goals and attain them. In relation to this, both verbal and nonverbal forms of communication formed part of key concepts to the ethical relation upheld in the group throughout the activity. Mutual influence was also exhibited, and this enhanced personal relation and the impact each member of the group had on the team (Levi, 2011). In light with this, we had individual motivations and interdependence that enabled us concentrate on our goals and achieve quality and quantitative results.
Time was also a considerable factor that made the IPLU 2 a success. The time allocated for the group was sufficient and thence, it allowed quality analysis of problems and the development of social relations. In addition to this, rules were set to help govern the team and ensure discipline and respect at all times. Levi (2011) affirms that rules are tremendously valuable, and their core functions are to express the group central values which enable members to have a sense of who they are in the group. Secondly, they assist in the coordination of activities through the establishment of a common ground. Thirdly, they help in defining the appropriate behavior for the group members, avoiding compromising situations such as embarrassment and thence encourage active participation. Lastly, the norms aid in the creation of distinct identities that set clear distinctions that coexist among the group members.
Aspects of better team experience were also evident, and this was ascribed to a terrific team structure, that pioneered a vivid description of the set objectives, identified by enthusiasm in the management of the group, which was in fulfillment of the description of team structure as explained by Greenberg, Sikora, Grunberg & Moore (n.d). Moreover, the commitment of the members also catapulted a sturdy structure that helped mould a strong team. In this light, the team members gained remarkable social skills, which helped us in quality decision making in the team. This propelled a drastic exercise of power and autonomy in the team, which in turn shaped our attitudes towards Inter-professional Learning Unit (IPLU) group. On the same note, the effectiveness of the team facilitated a substantial, systematic procedure in carrying out, the group’s mission and meeting the objectives designated by the group, all this attributed to the self-motivation and satisfaction of the group members.
The dynamics within the group helped in building my trust and broadening my knowledge on the health sector. This was emphasized by a series of vital conditions that were manifested through group identity and the psychological attachment of the group (West, Tjosvold and Smith, 2005). The group identity arouse from the aspect of colleagues from a wide scope of social care profession and health teamed up together to form groups. The psychological attachment was initiated by friendly touch, impounded by each member of the group. As affirmed by Hogg and Tindale (2001), psychological attachment, is initiated through processes that involve evaluation, which deals with individuals in the group to assess and maximize one another pay offs. Similarly, evaluation also assists in the accomplishment of goals; it involves the goals to which an individual should contribute, and determining the behavioral dimension on the basis under which these contributions are to be assessed. The other process is role transition that was achieved after the group’s commitment level had reached a decision criterion in concurrence with the assertions by Hogg and Tindale (2001) and Levi (2011). The behavior of each member was in clarity, and each member of the group was fully aware of each the others roles. This was yet another crucial upshot in improving my social and decision-making skills.
With regards to the audit topic of our work, I achieved a wider scope in handling problems associated with health facilities, specifically waiting bays. The course and the group project also equipped me with the ability to determine personality difference in work places. This has since helped me emphasize on situations and perceive them well, redefine them as opportunities and act competitively towards achieving the desired goals. These attributes meet the criterions described by Levi (2011) of a competitive person. I have also known the significant differences between the types of personalities and competition involved. It is clear that, competitors are set to outdo others, and hence this kind of personality tends to bring unhealthy competition in-group works (Levi, 2011). Cooperators prove to be the best personality, and it leads to group success. Individualists, on the other hand, tend to bring success to both the group and individual involved (Levi, 2011).
Another cognitive skill I gained was the management of conflict to maximize the effectiveness of the group work. I underscored the value of dealing with conflicts through conflict avoidance; a strategy that was effectively achieved through suppression and repression as affirmed by West, Tjosvold and Smith (2005). I also learnt that dealing with conflicts could also be successful through control of emotions and definite structure of conflict negotiations, achieved through separation of group members from the problems mainly by involving both parties in negotiations, diagnosing the cause of the conflict and encouraging the involved parties to understand their emotions (Levi, 2011). In light with this, focusing on shared interest of the group members and development of radical options that can be used in solving problems also helped in managing conflicts.
Taking part in IPLU 2 also helped me in changing and developing my attitude towards my career and people involved. This was mainly achieved through trust endorsed by the group members. The trust in the group was a mere aggregate interpersonal relationship with the group members that help gear my attitude towards a positive magnitude. The trust and the structure were characterized by more mature determination of the performance norms and the group structure, which was an equal contribution to the shaping of my attitude and the members of the group conventionally. This is analogous to the assertion by Hogg and Tindale (2001) regarding trust in teams. Furthermore, emotional control was another aspect in me that was equally steered towards a positive direction. In most cases, whenever a group incorporates both male and female, it is always a matter of time before group members’ start developing feelings for each other. As affirmed by Hess and Philippot (2007), apprehensions associated with inter group relations, may inhibit the expression of wild emotions that can convey illicit interest that may jeopardize the work of the team and hence interfere with the goals attainment. However, this was not the case with my IPLU 2 group. As far as I know, no member developed intimate feelings for any other group member.
Benefits to service users:
Many benefits and outcomes are usually expected from the IPLU 2 participation, as it prepares one for more quality and prosperous job and interaction, portrayed through offering convenient and reliable services to social care delivery and health associates. There is a plethora of benefits that accrue to the health and social care delivery system, which are as a direct upshot of IPLU 2 experience. The core benefit of this experience is critical to the analysis of problems associated with health facilities. As depicted from the team’s report, the recommendations placed were of significance and could help address the contagious issues in both the small and the large waiting rooms. According to Levi (2011), better communication skills are essential in enhancing better performance of individuals and institutions. Hence, clarity of communication displays the clear knowledge and the importance of messages relayed in health and social care services. Consequently, this betters the nature of services offered to the health care and social care delivery. Logically, these explanations give an insight as to why uncommonly many people have many expectations from the IPLU 2 course.
Conventionally, wise and predominant decision-making is yet another benefit acknowledged by the service users of health and social care delivery. From the experience in IPLU 2, I have learnt the best ways of making clear-cut decisions and coming up with magnificent conclusions. As affirmed by Levi (2011), quality decision making defines the best aspects of handling situations and provides a significant ground for better judgments. Moreover, this would assist in fundamental issues, for instance drugs and drug related problems management.
Concisely, the involvement and participation in IPLU 2, helps one in the attainment and development of social skills that are vital in the delivery of services unto the health care and the social delivery care. The skills are viably learnt through teamwork based on quality group structures, disciplines and norms that help mould ones personality and attitude. Moreover, the projects objectives were achieved and the best recommendations were put in place to facilitate change and better services.
Greenberg, S. E., Sikora, B. P., Grunberg, L. and Moore, S. no date, Work Teams and Organizational Commitment: Exploring the Influence of the Team Experience on Employee Attitudes, [Online], Available: http://www.colorado.edu/ibs/PEC/workplacechange/papers/WP_012.pdf [accessed 2011, June 18th].
Hess, U. and Philippot, P., (eds) 2007, Group dynamics and emotional expression, Cabridge University Press, Cambridge.
Hogg, A. M. and Tindale, S. R., (eds) 2001, Blackwell handbook of social psychology: group processes, Blackwell Publishing Ltd, Malden, MA.
Levi, D., 2011, Group Dynamics for Teams, 3rd edn, SAGE Publication, Inc., California.
West A. M., Tjosvold, D. and Smith, K. G., (eds) 2005, The Essentials of Team working: International Perspectives, John Wiley & Sons Ltd, West Sussex.