REFLECTIVE ACCOUNT OF WORKING IN A LEARNING TEAM

I will further provide a well-illustrated discussion of the main lessons I have learnt such as the importance of effective communication within health care environments and also within the other social care settings. I will also give a rationale of learning the significance of becoming increasingly aware of the diverse values, perspectives as well as responsibilities that are conducted by other groups of healthcare professions. In this reflective account, the paper will also address. Interprofessional learning is a dynamic activity which involves elements of good communication and interaction of a professional with other professionals in a form of team work environment. This environment serves to bring together diverse professionals from different fields to establish an agreement about the various goals and objectives, schemes as well as analysis.

The main issue was that they had even not made come to an agreement on any particular scenario to deal with in their group. It was necessary for me to introduce myself to them as they do the same. The three were two males James and Brian and the third one was a female called Joyce. To set everything going, I took the initiative to explain to my team members about how in my previous team we had already completed our task and our work was already in slides ready to be presented. Further, I explained to them about the importance of personal sacrifices that I endured in my previous group to join them for discussions that enabled us to get everything accomplished within the set time.

Such factors included poor language use and which we were already willing to control since we were all students. In that regard, we had a strong feeling that use of professional abbreviations, illegible hard writing and jargons were some of the salient factors that contribute to ineffective communication (Jasper, 2003). We came up with an initial statement to try and avoid such negative practice. Use of abbreviations and jargons need to be avoided during conversations and in written documents. From our team, it was identified that all records of various patients are vital tools during interprofessional learning and communication. Due to the intensive interactions, I realized that everyone had their way of viewing issues and that way, they also have different ways to describe them in a bid to offer solutions.

What matters is the way that everyone feels about embracing the ideas from other individuals and merging them with their own to obtain a more plausible solution (Arnold, Elizabeth & Kathleen, 2015). After the experience with my group members, I was able to obtain additional knowledge and a more clear insight about dealing with patients within the health care profession as far as good communication in conversation and in records is put into consideration. It turned out that every member in the group was having quite a different approach on common issues encountered in health care settings. As member of the group, I took the opportunity of the different ideas and explanations of different professionals to draw an insight (Samuriwo, Ray, et al.

Others used to attend but contribute very little in the group. As a response, everyone developed a feeling of need for change and it seemed the main aim and objectives of the group would end up in jeopardy (Cox, Betty, & Becky, 2008). As a leader, I responded by asking for a meeting in which everyone would be briefed on their particular positions and roles which would incorporate everyone in the group activities both physically and physiologically (Thistlethwaite, 2012). The Tuckman’s theory became of much help in solving the situation. From ideas of Tuckman’s theory, we understood that moving the group forward was a process which comprises of main different phases (Thistlethwaite, 2012): Forming At the first phase, formation of the group started at a time when we all did not know where we were.

This is in concordance with Tuckman’s theory about adjournment phase of team development. Analysis At the beginning, our group was faced with challenges of lack of clear course, leadership and mutual participation from the members. However, after I joined the group and by the new intervention I brought, everything changed and the group members became positive about their responsibilities. The experiences I gained from the group made me to realize that people are not essentially similar in their approach to things even if they operate within the same environments. However, by following the Belbin’s theory I was able to indentify my team members and their respective characters in various team roles. In our team, personality differences were the main cause of bad occurrence as members wanted to do things as influenced by their own personality traits and inclination.

Lack of self-drive was the main factor leading to things turning out bad in our group. According to Belbin’s theory there exist no good or bad roles in a team (Aritzeta, Aitor, Stephen, & Barbara, 2007). According to Dr Meredith Belbin, from observing individual working in a team he came up with crucial results which are great insights to the understanding of roles and responsibilities of team members. He explains that even in the presence of clear guidelines on roles team work is about to fail in exploiting its potential in case the members are not connected by a common dream. My greatest contribution was proposing for delegation of responsibilities and sacrifice of personal time for the progress of the group activities (Ho, Jason, & Melanie, 2010).

By introducing my method of leadership, everyone agreed with it and a similar reaction came from all members. The main reason for the similarity of their reaction is that they felt that delegation of roles would mean less work for every member and they would be able to complete their task quickly and successfully. As role player and a leader, the team members learnt from my enthusiasm and this developed their strengths. As Belbin explained, whenever the members of a team are faced with similar kind of weaknesses, the entire team is likely to experience that particular weakness in the long run (Belbin, 2010). Conclusion In conclusion, the team performed well despite the few challenges encountered. As a leader, I stood my ground and focused on achieving the goals of the group by guiding them in line with the guidelines.

However, to ensure efficiency in the group I should have advocated for a rotational change of leadership in which case other members could have introduced other leadership approaches. However, steering the team forward is one important thing I will continue even in the future. The independence of other team members with their diverse opinions became my biggest hindrance for me. Interpersonal Relationships-E-Book: Professional Communication Skills for Nurses. Elsevier Health Sciences, 2015. Belbin, Meredith. "Belbin team roles. " Book Belbin Team Roles (2004). Fisher, Stephen G. , T. A. Hunter, and W. D. Laird, Siobhan. "Understanding Interprofessional Working in Health and Social Care. Maples, Mary F. "Group development: Extending Tuckman's theory. " Journal for Specialists in Group Work 13. "Understanding interprofessional working in health and social care. Theory and practice.