PROFESSIONAL PRACTICE

Building Capacity for Collaborative Leadership In Knowledge-Creating Teams

In the Fall 2012 résumé , the together to provide comprehensive and continuous care to a article, “Are you a knowledge- patient/client”. 3 creating team member?”, Leadership Functions discussed how Registered As collaborative leaders, the role of dietitians is to help the Dietitians (RDs) have an IPC team develop synergy and engage in client-centred Carole Chatalalsingh, PhD, RD obligation to make practices to ensure that it operates safely within the IPC Practice Advisor & interprofessional collaboration Policy Analyst environment. To do this, a collaborative leader has two work by actively participating in functions: task orientation and relationship orientation. 4 building effective knowledge-creating teams. RDs can do this effectively by recognizing the team stages of functioning, Task Orientation Function taking the actions needed to nurture their team at each stage, In the task-orientation function, the collaborative leader helps and taking responsibility for their own roles and functions others on the IPC team (interprofessional practitioners, clients, within the team. This article focuses on collaborative team their families, the circle-of-care, other teams and leadership which enables synergetic relationships and organizations) keep on task in achieving safe outcomes for effective working partnerships to achieve the common goal client care. This could involve tasks, such as, organizing and of effective client-centred dietetic services. 1 defining roles, coordinating individual profession’s regulatory and professional obligations and setting goals. Other task- WHAT IS COLLABORATIVE TEAM LEADERSHIP? oriented responsibilities include: 4, 5 The concept of “collaborative leadership” is identified as one l helping to maintain the integrity of the team’s of the six competency domains in the National governance and operating processes; Interprofessional Competency Framework. The competency l helping to achieve client-centred outcomes for quality statement says, “Learners/practitioners understand and can services; apply leadership principles that support a collaborative l establishing continuous monitoring and re-evaluations for practice model.” 1 mitigating risks; and l carrying out daily administrative responsibilities, For dietitians, the collaborative practice model for health processes, and systems essential to managing the care in Ontario is defined by the IPC Charter developed by boundaries with the larger organization or with key HeathForceOntario (2009) to foster a common vision and stakeholders. language for interprofessional client-centred care in Ontario. (also see the back cover for information on the new IPC Relationship Orientation Function eTool developed in collaboration with the Federation of In the relationship orientation, the leader assists the IPC team Health Regulatory Colleges of Ontario). 2 to work more effectively. This includes ensuring effective Collaborative leaders are expected to be skilled in enabling communication among members, providing support, collaboration, “a process that requires relationships and managing conflict, and building productive work interactions between health professionals regardless of relationships. 6 These responsibilities include: 5 whether they are members of a formalized team or a less l coaching, in a supportive role, by providing guidance formal or virtual group of health professionals working and acting as a sounding board; résumé WINTER 2013 College of Dietitians of Ontario 9 PROFESSIONAL PRACTICE

l energizing a group into action, which means enabling in order to function as a health care teams; breakthroughs where possible, being a change agent in l communication and decision-making; holding the team accountable for actions, making l clear expectations of the team based on client-centered unpopular observations; care; l facilitating the internal and external coordination of l the coordination of services to reduce risk to the client; l activities among team members as mediator and catalyst, negotiation skills to manage conflict, mediation, and facilitate building of partnerships; and by bringing people together, ensuring integrity in work l continuous improvement of the health care system, relationships, and making necessary interventions; particularly in the area of client safety by mitigating risks l sharing responsibility for the success of the team; and increasing efficiency. l actively participating in its activities; and l nurturing the team’s development stages. Over time, collaborative IPC team leaders will help develop knowledge-creating teams with a body of common COLLABORATIVE SHARED LEADERSHIP knowledge and effective team practices and approaches In a shared leadership model, IPC team members will that allow them to function collaboratively in a client-centred collaborate to determine who will be group leaders in environment. certain situations. Clients may choose to serve as the leader 1. A National Interprofessional Competency Framework, Canadian or leadership may move among practitioners to provide Interprofessional Health Collaborative, February 2010. opportunities for mentorship in the leadership role. In some 2. Oandasan. I., Robinson, J., Bosco, C., Carol, A., Casimiro, L., cases, there may be two leaders: one for practitioners to Dorschner, D., Gignac, M. L., McBride, J., Nicholson, I., Rukholm, keep the work flowing and the other who connects with E., & Schwartz, L. (2009). Final Report of the IPC Core Competency Working Group to the Interprofessional Care clients and their families, serving as the link between the IPC Strategic Implementation Committee. Toronto: University of team, clients and families. Toronto. 3. Canadian Health Services Research Foundation. Teamwork in Within collaborative or shared leadership, dietitians on the Healthcare: Promoting effective teamwork in healthcare in knowledge-creating IPC teams support the choice of leader Canada. www.chsrf.ca. and team decision-making. They will also assume shared 4. Heineman, G.D., & Zeiss, A.M. (2002). Team performance in accountability for the processes chosen to achieve outcomes. health care: Assessment and development. New York: Kluwer Academic/Plenum Publishers. This means that they will take responsibility for their scope of 5. Marshall, E. (1995). Transforming the way we work: The power practice, their roles and expertise and will work collaboratively of the collaborative workplace. New York: American with others to enable continuous quality improvement in work Management Association. 1 processes for effective client-centred outcomes. 6. Laiken. M. (1998). The anatomy of high performing teams: A leader’s handbook (3rd ed.). Toronto, Ontario, Canada: Collaborative leaders and supporters of leaders can enable: University of Toronto Press. l the coordination of services to ensure that the client is 7. Day, D., Gronn, P., & Salas, E. (2004). “Leadership capacity in teams”. The Leadership Quarterly , 15, 857-880. kept appropriately informed; l the treatment plan is executed by the right people with 8. Carroll, J. S., & Edmondson, A. C. (2002). “Leading organizational learning in health care.” Quality and Safety in appropriate continuity and with as little waste as Health Care, 11, 51-56. possible; l interprofessional team learning, synergy and collaboration; l the integration of professional knowledge, skills and attitudes into team practice; l support of organizational values that members will need

10 College of Dietitians of Ontario résumé WINTER 2013