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(Solved) UNIT THREE ASSIGNMENTS Unit Three Case Analysis Read the case example on pages 227 - 228 titled "A PATIENT SERVICES LEADERSHIP TEAM".

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Unit Three Case Analysis
Read the case example on pages 227 – 228 titled “A PATIENT SERVICES LEADERSHIP TEAM”. Prepare your
composition to cover the following topics or questions with in the Body section of the paper described
for this assignment:
a) Was Ellen a good team leader? Why?
b) Do you think the strategy they developed to have people take turns as mentors was a good
strategy? Explain.
c) How did Ellen’s experiment benefit her perception as a leader?
Write a 5 page paper (1500 or more words) in APA format. Below is a recommended outline.
1. Cover page (See APA Sample paper)
2. Introduction
a. A thesis statement
b. Purpose of paper
c. Overview of paper
3. Body (Cite sources with in-text citations.)
4. Conclusion – Summary of main points
b. Lessons Learned and Recommendations
6. References – List the references you cited in the text of your paper according to APA format.
(Note: Do not include references that are not cited in the text of your paper) CASE EXAMPLE A PATIENT SERVICES LEADERSHIP TEAM
A patient services leadership team was created in one midsize community hospital. The members were
the directors of the clinical laboratory, medical imaging, respiratory therapy, pharmacy, perioperative
services, and the various nursing divisions. They established their structure and began the work of
shared leadership for patient care services. Although these people had long worked together, this was a
new approach for them.
Ellen, director of the laboratory, agreed to be team leader. One of the biggest challenges facing the team
was the need for improving patient satisfaction scores throughout the organization. In the past, this
would have been identified as a responsibility of individual directors and managers and mostly in
nursing. But because of serious concern about the low satisfaction scores, this team was assigned the leadership responsibility for this initiative. Although their work is only briefly sum- marized here, their
approach illuminates this concept of collective leadership.
One of the strategies they developed was that each team member would accept responsibility to serve
as a mentor for the staff in specific in-patient care units. Ellen, as the director of the laboratory, for
example, began to serve as a mentor for one particularly challenging patient care unit that was currently
without a manager. Patient satisfaction scores had plummeted right along with employee morale. She
began rounding in the department, helping staff troubleshoot issues, and coaching them in service
recovery when there were problems. The results were quite impres- sive. Not only did the patient
satisfaction scores rise, but employee morale improved dramatically. Ellen’s leadership capacity
deepened significantly, and she became recognized for attributes that had not been apparent in her
work as laboratory director. It was quite remarkable to see the results of this shared accountability.
Often when a team is in trouble, the leader gives a pep talk or brings in a dynamic, charismatic speaker
who generates enthusiasm and excitement within the team. But this is a quick fix, and the results never
seem to last long enough to get the team through the next crisis. More effective in turning the team
around is facing a challenge that creates a sense of urgency. Giving the team a stiff work assignment that
its members see as important does more to mobilize stagnated energy and turn it into a productive force
than any motivational speech could possibly do.
Not recognizing the special needs and unique challenges based on the type of team is a second common
error. Each of the three major types of teams (primary work, ad hoc, and leadership) has unique
challenges, and to assume they are all similar is to underestimate the difficulty a particular team may
have. For instance, most leadership teams find defining their work and purpose to be problematic. This
may seem contradictory because this type of team is composed of leaders who as individuals are usually
self-directed and focused clearly on their work. However, most leadership teams confuse their work as a
team with the work of the organization as a whole (for example, ensuring the delivery of safe, quality
patient care to members of the community versus lead- ing others and creating a positive environment
in which employees deliver safe, high-quality patient care to members of the community).
An ad hoc team formed to lead a change initiative often has difficulty in handing off the project to those
who will actually implement it (usually managers) because team members feel a large degree of
ownership. This is a basic principle of innovation: the people who implement a change are not as
attached to the change as are those who create it. We have seen this repeat- edly in health care
organizations. Quality improvement initiatives and cultural change projects in organizations are often
designed by people on project teams who then hand off the implementation to managers who did not
have the same investment or interest in the project. In many cases, full conversion and implementation
fails because no one anticipated this pitfall. Actions can be taken to overcome this difficulty by involving
implementers more fully in the process and providing ongoing support during the implementation. Understanding the unique challenges of each type of team alerts the leader to potential problems. A
more complete discussion of these types of teams is available in Team-Based Health Care Organizations:
Blueprint for Success (Manion, Lorimer, and Leander, 1996).
Ignoring or not establishing any one of the key elements in creating teams is another major pitfall, but
this one is relatively easy to correct. For


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