Management Team Training Research Articles

Monitoring the Training of School Management Teams in Educational Institutions of the Novosibirsk Region

Introduction. The article discusses topical problems of team building typical for state educational organizations. The problems of team formation, formal leadership and the differences between a team and a working group are considered. The purpose of this article is to present the methodological grounds for the use of team building in the management activities of school leaders, as well as to show the monitoring of the training of management teams in the Novosibirsk region. Methodology. The study of the possibilities of using the technology of team building in the organization of innovative activities of teachers of educational organizations (on the example of management teams of schools in the Novosibirsk region) was carried out in several stages: organizational, diagnostic, approbation, and reflexive-evaluative. The purpose of the monitoring was to study the conditions created for the professional growth of members of school management teams at the regional and municipal levels, as well as the demand for various forms of training. Also, in the course of monitoring, information was collected on organizations that train management teams. Results. The analysis of the information provided has shown that the heads of general educational organizations and representatives of municipal educational authorities often do not understand what the concept of “training of management teams” includes and often replace it with a referral to advanced training courses and training events of the group. Conclusion. The monitoring recorded the need to form a system of work at the regional and municipal levels to organize the training of school management teams. Heads of educational institutions should consciously approach the issues of team building and assess the need to create a team based on the actual need.

Effects of a management team training intervention on the compliance with a surgical site infection bundle: a before–after study in operating theatres in the Netherlands

ObjectivesTo assess the effects of a quality improvement (QI) team training intervention, by measuring the intervention fidelity and the compliance with a surgical site infection (SSI) bundle in the operating...

Leader extraversion and team performance: A moderated mediation model.

Extraversion is the best and most consistent predictor of important leadership outcomes. However, there has been little exploration and examination of the mechanisms underlying the effects of extraverted leadership on performance. Drawing on distal-proximal motivational theory and situational strength theory, the present study proposes and examines a moderated mediation model that explains how leader extraversion affects team performance and how situational characteristics strengthen or constrain this relationship. Respondents were recruited through management team training courses run by the eight Chinese companies. We conducted two rounds of electronic questionnaire collection. The first round of data was collected during the training session. Four weeks later, we collected the data through the training courses' WeChat groups. Data collected from 226 Chinese team leaders was analyzed using SPSS 26 and Mplus 7. We find that leader extraversion predicts team performance through a motivational mechanism operationalized as leader work engagement. We further find that goal clarity and process clarity play an important role in strengthening the positive effect of leader extraversion on leader work engagement as well as the motivational mechanism, providing an empirical explanation of how leader extraversion affects team performance through a motivational mechanism operationalized as leader work engagement. We also explore how two potential situational characteristics, operationalized as goal clarity and process clarity of leaders, affect the relationship between leader extraversion and leader work engagement as well as the motivational mechanism. Addionally, the findings suggest important practical implications for the organizations seeking to identify effective team leaders.

The need of autonomy for flexible management in the fostering of school quality

ABSTRACT This article aims to point out how school autonomy helps principals reach higher quality by increasing flexibility in three areas: pedagogy, organization and management. Autonomy leads to an improvement in student performance and, consequently, in educational quality. A theoretical framework based on literature review and PISA results is followed by a qualitative field study with school management teams in Spain. The study questions how far goes real autonomy in pedagogical, organizational and management issues of the schools. Data from 12 Spanish schools are collected by using a questionnaire made ad hoc to assess the three mentioned areas of flexibility. Results show that flexibility for pedagogy, organization and management is very limited in the Spanish schools consulted, coinciding with minimal autonomy granted to these areas by current Spanish legislation on education. The main conclusion reached is that management teams have a key role in promoting autonomy when governments confer it to schools. In accordance with this aim, teacher and management team training is crucial. Broadening the study by data triangulation with other members of the school community (teachers, students and families) is proposed.

Impact of Simulator-Based Crisis Resource Management Training on Collective Orientation in Anaesthesia: Pre-Post Survey Study With Interprofessional Anaesthesia Teams.

Theory:Individuals have different qualities, levels of willingness, and degrees of engagement for working in teams. This behaviour is termed ‘Collective Orientation’ (CO). Collective orientation can be trained and has a positive influence on team processes. Here, we investigated the effect of a simulator-based, Crisis Resource Management team training upon the participants’ CO.Hypotheses:We hypothesized (1) the scales of CO and Presence for lab-based microworld research (PLBMR) are applicable to the German anaesthesia teams, (2) the CO can be influenced by means of simulation training, (3) the training effect is dependent on sex and/or profession, and (4) the change of CO depends on the perceived presence of the participants in the scenario.Method:In a pre-post study, 66 nurses and doctors from various anaesthetic departments took part in a 1-day training course to improve non-technical skills. The primary outcome was the mean difference between the CO measured (via questionnaires) immediately before (T1) and after (T2) training. The change was then tested for dependence upon other variables, such as sex, professional group, and immersion into the simulation scenarios.Results:Collective orientation improved significantly after training (mean difference: 0.2; P < .001; dz = 0.53). Considering the subscales, affiliation increased significantly (P < .001; dz = 0.59), whereas dominance remained unchanged. Furthermore, no correlation was found regarding sex, professional group, or immersion into the simulation scenarios.Conclusions:Our study demonstrated that simulation-based training improves the participants’ COs, primarily by increasing affiliation. Subjective scenario reality did not significantly influence this. Nonetheless, it remains unclear as to what factors categorically resulted in this benefit. The shared experience in the course by all team members might trigger the effects. However, further studies are needed to identify the modifiable factors that can improve teamwork attitudes.

Effect of a cluster randomised team training intervention on adverse perinatal and maternal outcomes: a stepped wedge study.

ObjectiveTo study the effect of an intervention based on Crew Resource Management team training, including a tool for structured communication, on adverse perinatal and maternal outcomes.DesignStepped wedge.SettingThe Netherlands.Population or sampleRegistry data of 8123 women referred from primary care to a hospital during childbirth, at ≥ 32.0 weeks of singleton gestation and with no congenital abnormalities, in the period 2012–15.MethodsObstetric teams of five hospitals and their surrounding primary‐care midwifery practices participated in the intervention. In total, 49 team training sessions were organised for 465 care professionals (75.5% participated). Adverse perinatal and maternal outcomes before, during and after the intervention were analysed using multivariate logistic regression analyses.Main Outcome MeasuresAdverse Outcome Index (AOI‐5), a composite measure involving; intrapartum or neonatal death, admission to neonatal intensive care unit, Apgar < 7 at 5 minutes, postpartum haemorrhage and/or perineal tear.ResultsIn total, an AOI‐5 score was reported in 11.3% of the study population. No significant difference was found in the incidence of the AOI‐5 score after the intervention compared with before the intervention (OR 1.07: 95% CI 0.92–1.24).ConclusionsWe found no effect of the intervention on adverse perinatal and maternal outcomes for women who were referred during childbirth. Team training is appreciated in practice, but evidence on the long‐term impact is still limited. Upcoming studies should build on previous research and consider more sensitive outcome measures.Tweetable abstractA cluster randomised team training intervention showed no effect on adverse perinatal and maternal outcomes for women referred during childbirth.

The Human Factor in Primary Bilingual Programs: The Management Teams’ Perspective

In Spain, the interest in bilingual education has led to the implementation of bilingual programs in a large number of schools. Our study uses descriptive research to analyse the perceptions of school management teams regarding the impact of hu-man resources on the design, implementation and supervision of bilingual programs in primary schools within the autonomous community of Castile and Leon. To this end, the answers provided by 70 participants to an ‘ad hoc’ questionnaire were subject to scrutiny. Besides the socio-demographic characteristics of the sample, four dimensions were thoroughly studied: organizational resources (including the design and supervision of the bilingual project as well as the degree of familiarity with and the acceptance of the project), human resources (that is, the number of specialist teachers, teachers with L2 ac-creditation, and language assistants available), teacher profiles (describing turnover rate, L2 level, and participation in CPD courses) and management teams profiles (providing information on training in bilingual education and on access to CPD courses and on re-sources for the evaluation of the program). The analysis of the research data is conclus-ive in identifying the training of management teams and the turnover rate of specialists as key to the success of school bilingual programs.

Abstract P-046: INNOVATIVE STERNOTOMY SIMULATION MODEL FOR TRAINING PEDIATRIC CARDIAC INTENSIVE CARE TEAM

Aims & Objectives: We sought to evaluate - 1) the face validity of our innovative sternotomy mannequin for cardiac tamponade (cT) scenario and 2) multi-disciplinary team training in management of cT in children with a sternotomy wound. Methods We conducted a prospective observational study using the mannequin with a median sternotomy, an artificial heart inside thorax and the capability of reproducing cT. The study participants were cardiac intensive care unit (CICU) team members. In the scenario, the participants were expected to perform medical and surgical interventions. After the video debriefing, the participants were asked to complete a post-simulation questionnaire with score (1=not at all/no impact, 5=a lot/high impact). The data was analyzed using chi-square test with a significant p-value of ≤ 0.05. Results Of the 72 CICU providers, 56% had > 5 years of CICU experience and all were PALS trained. The proportion of providers with any prior real or mock experience with cT and re-opening a sternotomy were 36% each. After the training, a statistically significant proportion of providers (p < 0.0001) showed improved confidence in assessing and managing cT. All the providers scored ≥ 3 for impact of the scenario on practice, teamwork, communication, assessment skills, improvement in CPR and opening the chest and their confidence in attending similar clinical situation in future. Most (96–100%) scored ≥ 3 for perception on realism of mannequin, cT scenario, re-opening the sternotomy and level of stress. Conclusions Innovative mannequin for cT can achieve a realistic and reproducible training model with a positive impact on multi-disciplinary team training.

21) Innovative Sternotomy Simulation Model for Training Pediatric Cardiac Intensive Care Team

Purpose: Simulation has been identified as an important training method for improving patient safety and quality of care. We designed a hi-fidelity mannequin mimicking the human thorax with a median sternotomy and a heart model to reproduce cardiac tamponade. We sought to evaluate - 1) the face validity of the innovative sternotomy mannequin for cardiac tamponade scenario and 2) multi-disciplinary team training in management of cardiac tamponade in children with a sternotomy wound. Method: We conducted a prospective observational study using the mannequin with a median sternotomy, an artificial heart inside thorax and the capability of reproducing cardiac tamponade (Fig.1). The study participants were the team members …

The threat management assessment and response model: A conceptual plan for threat management and training

Many organizations are implementing threat management approaches to identify and respond to potentially threatening behaviors, threats and acts of violence. Threat management teams bring together different types of expertise throughout a company to assess, investigate, respond to, monitor and mitigate situations. This article presents a conceptual model for threat management and tests the model using tabletop scenarios with a large multinational company’s threat management team training program. The tabletop training using the model assisted teams in assessing the incident to determine the risk level, identifying investigative steps, and using expertise and resources of the different team members. Pre-post tests indicated that the training significantly increased team member’s confidence in the threat management process.

Complex social intervention for multidisciplinary teams to improve patient referrals in obstetrical care: protocol for a stepped wedge study design.

IntroductionIn obstetrics, patients often experience referral situations between different care professionals. In these multidisciplinary teams, a focus on communication and interprofessional collaboration is needed to ensure care of high quality. Crew resource management team training is increasingly being applied in healthcare settings to improve team performance and coordination. Efforts to improve communication also include tools for standardisation such as SBAR (situation, background, assessment, recommendation). Despite the growing adoption of these interventions, evidence on their effectiveness is limited, especially on patient outcomes. This article describes a study protocol to examine the effectiveness of a crew resource management team training intervention aimed at implementing the SBAR tool for structured communication during patient referrals in obstetrical care.Methods and analysisThe intervention is rolled out sequentially in five hospitals and surrounding primary care midwifery practices in the Netherlands, using a stepped wedge design. The intervention involves three phases over a period of 24 months: (1) preparation, (2) training and (3) follow-up with repeated measurements. The primary outcomes are perinatal and maternal outcomes calculated using the Adverse Outcome Index. The secondary outcomes are the reaction of participating professionals to the training programme, attitudes towards safety and teamwork (Safety Attitudes Questionnaire), cohesion (Interprofessional Collaboration Measurement Scale), use of the tool for structured communication (self-reported questionnaire) and patient experiences. These secondary outcomes from professional and patient level allow triangulation and an increased understanding of the effect of the intervention on patient outcomes.Ethics and disseminationThe study was approved by the Medical Ethical Committee of the VU University Medical Centre in the Netherlands and the protocol is in accordance with Dutch privacy regulations. Study findings will be presented in publications in peer-reviewed journals and presentations at scientific conferences.Trial registration numberNTR4256; Pre-results.

Changing Job Satisfaction, Absenteeism, and Healthcare Claims Costs in a Hospital Culture

Introduction:Fairfield Medical Center is a 222-bed community hospital located in Lancaster, Ohio. Organizational leadership chose to invest in the Transforming Stress Workshop, a 6-hour workshop with a 2-hour follow-up workshop, in order to improve the well-being of its staff and physicians.Special thought and consideration were given to being able to sustain any benefits and/or improvements long-term. As a result, strategies were developed to integrate the program into our culture.Methods:Four staff members from a variety of disciplines were selected and sent to HeartMath Train-the-Trainer to gain proficiency in HeartMath methodology and tools, expanding their duties to deliver the classes. Biweekly workshops were offered from August 2007 through December 2010, educating a total of 975 employees, or 48% of the staff.Other tactics providing a sustainable program included senior leadership support and championing, management team training, positive employee comments published internally, use of tools in committee and department meetings, incorporation into orientation and on-boarding processes, part of major initiative roll-outs, element in clinical ladder, expansion to include Transforming Team Workshops, sharing of Participant and Organizational Quality Assessment-Revised data, a lead HeartMath instructor who provides consulting to other organizations, provision of classes to local educators, and open workshops for employee family members.Results:Three metrics were selected to measure the success of the program: employee satisfaction, absenteeism rates, and healthcare claims cost. Statistically significant cultural and financial return on investment were demonstrated. Employees who received HeartMath training experienced a 2:1 savings on healthcare claims as compared to employees who had not received training. Employee Opinion Survey results demonstrated that employees who had HeartMath training had higher overall satisfaction scores than those who had not received training (Table and Figure) HeartMath participants demonstrated a lower overall absenteeism rate (P = 0), resulting in a $94,794 savings over a 3-year period. Cultural and financial returns on investment were demonstrated using these indicators.TableHealthcare Claims CostsHeartMath vs Non-HeartMath ParticipantsHeartMathNon-HeartMathHeartMathNon-HeartMathYearPMPMPMPMPMPYPMPY2007$143.92$310.88$1727.09$3730.532008$250.93a$304.40$3011.10a$3652.822009$159.70$285.29b$1916.37$3423.56Abbreviations: PMPM, per member per month; PMPY, per member per year.aHeartMath claims expense excludes five outlier claims in excess of $20 000 for conditions that could not have been avoided using HeartMath.bNon-HeartMath participants’ total claims expenses excludes six outlier cases with payments > $125 000.FigureEmployee opinion survey: Impact of HeartMath Training, over all scores.Conclusion:Investing in HeartMath training and ongoing practice has proven to be a wise decision and continues to be valuable when initiating new concepts in a stressful, changing environment. Sustainability is key to long-term success and true cultural change. Continued employee training of the HeartMath tools and the continued use of the tools enriches the program planning and implementation of new initiatives at Fairfield Medical Center.

Assessment of team training in management of adverse acute events occurring during cardiopulmonary bypass procedure: a pilot study based on an animal simulation model (Fouilloux, Team training in cardiac surgery)

Successful cardiac surgery is highly dependent upon effective and efficient teamwork. Practical training and development will further enhance the team ability to react to a series of low-frequency occurring adverse events during cardiopulmonary bypass (CPB). One of our specialized educational programs focuses on training the whole team. This training is based on an original animal simulation model. The objective of this pilot study was to assess our method of training and learning in an attempt to optimize and improve team management and functioning. Four members of the same cardiac surgery team joined our program. They performed a common procedure, with a cardiopulmonary bypass (CPB) circuit set up to produce several adverse incidents. Events management was analyzed and debriefed in technical and non-technical perspectives. Management of the adverse events was significantly improved. Discussion and debriefing time was fundamental in identifying the most appropriate management for each event. Rescue procedures were assimilated and team training was found to be effective, with the time reduced by up to 50% for 3 events and by up to 70% for air embolism. Our pilot program is an innovative, low-cost tool for the improvement of the management of adverse events occurring during CPB. It includes the different components of surgical education and training. Such an educational tool might be relevant for training. To confirm those encouraging results, it should be assessed in a larger surgical team panel. Further investigations are required for assessing efficiency in real conditions.

INCIDENT MANAGEMENT TEAM TRAINING AND EXERCISES: DEVELOPING THE TEAM

ABSTRACT Developing and training an Incident Management Team (IMT) is a critical requirement for companies involved in oil exploration, production, and transportation. Companies beginning operations in new areas face high expectations from the local regulatory community and may find it challenging to meet these goals. Training programs for IMT personnel that consist of reviewing regulations, forms, and position descriptions fall far short of preparing the IMT to effectively manage an incident. A more useful approach to IMT training begins in the classroom and quickly migrates to tabletop and “walk-through” training workshops. Walk-through training captures the pace of a drill without the participants feeling any pass / fail pressure. Designing courses in this format requires careful planning and preparation. Instructor staffing must be sufficient to monitor events and ensure training objectives are being met. Involving the regulatory agencies in training builds familiarization and enhances a coordinated response team. Company team members will find the regulatory community eager to participate in walk-through training. This team-building pays big dividends during exercises and actual events. Coordinating IMT training with Spill Response Team (SRT) training promotes communication and strengthens the overall understanding of operational limitations. Using the IMT for non-spill events, such as earthquake or mass casualty incidents, further broadens their understanding of other applications of the Incident Command System (ICS). Members gain an opportunity to fill different roles in their response organization and learn more about the team'S capabilities. This paper highlights the concepts of scenario-based Incident Management Team training and provides examples and suggestions for course material, length, and frequency. Examples involving non-spill incidents are also presented.

Os habitantes fazem a diferença nos projetos municipais da educação

O texto trata do Programa Melhoria da Educação no Município, fruto da parceria instituída entre a Fundação Itaú Social, o Fundo das Nações Unidas para a Infância (Unicef), a União Nacional dos Dirigentes Municipais de Educação (Undime), e com a coordenação técnica do Centro de Estudos e Pesquisa em Educação, Cultura e Ação Comunitária (Cenpec), que está sendo realizado em todo o Brasil desde 1999. O Programa surgiu com o objetivo de apoiar os municípios brasileiros na formação de gestores de educação aptos a planejar, implementar e avaliar projetos educativos que assegurem a todas as crianças e jovens o acesso e a permanência em um sistema de ensino e qualidade. A defesa de uma educação pública e de qualidade para todos como direito social vem ganhando fôlego e legitimidade nos debates travados entre Estado e a sociedade civil. Os municípios assumem um novo e fundamental papel: o de fortalecer seus espaços educativos, integrando diferentes atores na tarefa de educar, ampliando, para além da escola, os espaços de aprendizagem. Em cinco anos de trajetória, o Programa Melhoria passou por 1.037 municípios em todo o Brasil e se deparou com as mais diversas experiências, dentre elas: o desafio da aprendizagem em leitura e escrita e os currículos que acolham as realidades locais. O texto destaca os pontos positivos, quanto às aprendizagens dos gestores dos 140 municípios que participaram de um estudo avaliativo, bem como, dos 105 que participaram do Programa no Estado de são Paulo: a abertura de espaço para a participação da comunidade; a definição de metas claras; o olhar voltado para a potencialidade da cidade; a elaboração de um currículo voltado para o local e para o global; a aposta nas ações complementares à escola; o investimento na formação de professores; o diagnostico, o acompanhamento e avaliação das ações; a sustentabilidade das ações e a capacitação das equipes gestoras. Conclui que as ações desenvolvidas pelo Programa apontam para novos olhares e para novas possibilidades de educação, não só extrapolando o espaço escolar, mas interagindo-o a outros espaços educativos na cidade.