12. Office of the Assistant Secretary for Preparedness and Response Hospital Preparedness Program. National Guidance for Healthcare System Preparedness; 2012. http://www.phe.gov/ Preparedness/planning/hpp/reports/Documents/capabilities.pdf.
13. Office of the Assistant Secretary for Preparedness and Response Hospital Preparedness Program. Hospital Preparedness Program Overview; 2014. http://www.phe.gov/Preparedness/planning/ hpp/Pages/overview.aspx.
14. Morse S. California Hospitals Prepared as Wildfires Rage, Association Says; 2015. http://www.healthcarefinancenews.com/ news/california-hospitals-prepared-wildfires-rage-association-says.
15. Ash JS, Sittig DF, Poon EG, Guappone K, Campbell E, Dykstra RH. The extent and importance of unintended consequences related to computerized provider order entry. J Am Med Inform Assoc. 2007;14(4):415–423.
16. Nelson N. Downtime procedures for a clinical information system: a critical issue. J Crit Care. 2007;22:45–50.
17. University of Texas Health Science Center at Houston. Emergency Management Plan; 2015. https://www.uthealthemergency.org/ UTHealth-Emergency-Management-Plan.pdf.
18. Fahrenholz CG, Smith LJ, Tucker K, Warner D. A Practical Approach to Downtime Planning in Medical Practices. American Health Information Management Association; 2009. http:// library.ahima.org/xpedio/groups/public/documents/ahima/ bok1_045486.hcsp?dDocN.
19. Williams College: Office of Information Technology. Downtime Policy. http://oit.williams.edu/policies/downtime/. Accessed June 13, 2016.
20. Vaughn S. Planning for system downtimes. Comput Inform NU. 2011;29(4):201–203.
21. Arraj V. ITIL: the basics. Best Management Practice. White Paper; 2010. http://www.best-management-practice.com/ gempdf/itil_the_basics.pdf.
22. Whitten J, Bentley L. System Analysis and Design Methods. 7th ed. McGraw-Hill Higher Education: New York, NY; 2007.
23. American Nurses Association. The Nursing Process. Nursing World; 2012. http://nursingworld.org/EspeciallyForYou/What- is-Nursing/Tools-You-Need/Thenursingprocess.html.
24. Hoerbst A, Hackl WO, Blomer R, Ammenwerth E. The status of IT service management in health care: ITIL in selected European countries. BMC Med Inform Decis Mak. 2011;11:76.
25. Hoong LL, Marthandan G. Factors influencing the success of the disaster recovery planning process: a conceptual paper. In: Research and Innovation in Information Systems (ICRIIS), 2011 International Conference; 2011:23–24. http://dx.doi.org/ 10.1109/ICRIIS.2011.6125683.
26. Federal Emergency Management Agency (FEMA). IT Disaster Recovery Plan; 2012. http://www.ready.gov/business/ implementation/IT.
27. Federal Emergency Management Agency (FEMA). Business Continuity Plan; 2012. http://ready.gov/business/ implementation/continuity.
28. Nickolette C. Business Continuity Planning Description and Framework. Comprehensive Consulting Solutions, Inc; 2001. http://www.comp-soln.com/BCP_whitepaper.pdf.
29. Healthcare and Public Health Sector. Working without technology: how hospitals and healthcare organizations can manage communication failure. n.d. http://www.phe.gov/ Preparedness/planning/cip/Documents/ workingwithouttechnology.pdf. Accessed June 13, 2016.
30. (x)matters. Proactive Communications During Major Incidents. Best Practices Beyond Incident Resolution (whitepaper); 2015. http://www.xmatters.com/resource/proactive-communications- during-major-incidents/.
DISCUSSION QUESTIONS
1. Explain the importance of an organization-specific down- time risk assessment.
2. Describe the pros and cons of different assessment tools for evaluating downtime events and discuss scenarios in which they might be used to their best advantage.
3. Compare and contrast the roles of the informatician, the clinician, and IT personnel in system downtime planning.
4. Describe key components of a business continuity plan and (a) how they might differ for different types of orga- nizations and (b) how they might differ depending on EHR maturity level.
5. Contrast different communication methods for system downtime events and summarize the pros and cons of each.
CASE STUDY
At your Level 2 trauma center, an unplanned EHR downtime occurs at 17:00 on a Tuesday. After 1 hour of troubleshooting and working with the vendor’s help desk, the IT team attempts a system reboot, which is unsuccessful. The vendor is in a different time zone, so specialists have to be called in from home to respond to this incident. The initial assessment is that the downtime is due to database corruption and the system will have to be recovered from backup systems. Unfor- tunately, the system is not configured with high availability techniques, nor is it redundant. The IT department estimates
that it will take 8 hours to recover the system, for a total down- time of 10 hours.
Discussion Questions 1. Plot each component on the Downtime Determinator for
both part 1 and part 2 of the scenario as it unfolded, and document your IT response, end user response, and communication plans.
2. Make changes to the assessment and plans to account for changes to the scenario.
351CHAPTER 20 Downtime and Disaster Recovery for Health Information Systems
Person al use o
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2020-09 -09
shayna .rocourt
@stude nt.ashfo
rd.edu
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nly, do not repr
oduce.
2020-09 -09
shayna .rocourt
@stude nt.ashfo
rd.edu
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nly, do not repr
oduce.
2020-09 -09
shayna .rocourt
@stude nt.ashfo
rd.edu
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nly, do not repr
oduce.
2020-09 -09
shayna .rocourt
@stude nt.ashfo
rd.edu
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nly, do not repr
oduce.
2020-09 -09
shayna .rocourt
@stude nt.ashfo
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Person al use o
nly, do not repr
oduce.
2020-09 -09
shayna .rocourt
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Person al use o
nly, do not repr
oduce.
2020-09 -09
shayna .rocourt
@stude nt.ashfo
rd.edu
Illustrated Course Guides: Teamwork and Team Building, 2nd Edition
Unit B: Exploring Team Roles and Processes
© 2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
‹#›
© 2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Unit B: Objectives
Map the stages of group development
Recognize the need for team leadership
Select team members
Choose the optimal team size
Define common team roles
Establish team rules
Clarify team objectives
Make collective decisions
‹#›
© 2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Unit B: Mapping the Stages of Group Development
A group passes through the following stages when developing into a team:
Forming
Storming
Norming
Performing
Transforming
Adjourning
‹#›
© 2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Unit B: Recognizing the Need for Team Leadership
The success or failure of a group depends on how it is led and managed.
Strong, centralized leadership is vital to any team.
The team leader should:
Participate in team assignments
Communicate with management
Serve as team motivator
Manage conflict
‹#›
© 2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Unit B: Recognizing the Need for Team Leadership (cont’d)
Traits of a team leader
‹#›
© 2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Unit B: Recognizing the Need for Team Leadership (cont’d)
Formal and informal leaders
‹#›
© 2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Unit B: Selecting Team Members
Do’s of selecting team members:
Understand the demands of the project or assignment
Carefully consider attitude
Secure needed skills
Create a broad knowledge base
Beware of animosities
Relationship between attitude and skills
‹#›
© 2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Unit B: Selecting Team Members (cont’d)
Don’ts of selecting team members:
Don’t select members based on friendship, familiarity, or loyalty
Don’t select members with negative attitudes and hope they improve
Don’t select mediocre workers only because they have some skills you need
Don’t overlook untraditional knowledge, such as experience with a competitor
Don’t select someone who might have a personality conflict with another team member
‹#›
© 2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Unit B: Choosing the Optimal Team Size
Considerations in choosing team size:
Smaller is better
Size affects communication
Deliberative groups can have many members
Virtual teams can be large
Quick-response teams are very small
‹#›
© 2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Unit B: Choosing the Optimal Team Size (cont’d)
Team size and participation
‹#›
© 2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Unit B: Choosing the Optimal Team Size (cont’d)
Don’ts for choosing team size:
Don’t make the mistake of assuming that large groups can complete more tasks
Don’t select more than 12 people for a project team or other group that needs to interact easily
Don’t expect virtual teams to work quickly
Don’t organize virtual groups of more than 25 members - they tend to lose focus or split into factions
‹#›
© 2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Unit B: Defining Common Team Roles
Typical team roles:
Leading
Doing
Thinking
Socializing
Determining roles
‹#›
© 2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Unit B: Defining Common Team Roles (cont’d)
Types of group members in the doing role
‹#›
© 2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Unit B: Establishing Team Rules
Do’s for establishing team rules:
Define basic courtesies
Outline operative procedures
Agree on how to make collective decisions
Commit to open communication
Discuss file formats
‹#›
© 2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Unit B: Establishing Team Rules (cont’d)
Don’ts for establishing team rules:
Don’t assume team members will observe basic courtesies without establishing ground rules for doing so
Don’t forget that team members have responsibilities outside of the team
Don’t share news about team conflicts and disagreements with people outside of the team
‹#›
© 2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Unit B: Establishing Team Rules (cont’d)
Example of team ground rules
‹#›
© 2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Unit B: Clarifying Team Objectives
Steps in clarifying team objectives:
Clearly define expected outcomes
Secure management’s approval
Decompose the project
Clarify each person’s role
Set the direction and schedule
Example of team objectives
‹#›
© 2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Unit B: Making Collective Decisions
Do’s for making collective decisions:
Set rules for making decisions
Beware of majority rules
Watch out for groupthink
Respect serious differences of opinion
Use time to soften differences
‹#›
© 2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Unit B: Making Collective Decisions (cont’d)
Don’ts for making collective decisions:
Don’t start making decisions until you set ground rules
Don’t make major decisions based on a narrow majority vote
Don’t become intolerant of differing opinions
Don’t give up independent thinking to conform to the group
Don’t discount opposing points of view
‹#›
© 2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Unit B: Technology@Work: Online Collaboration Tools
Online collaboration tools such as Google Docs and Office Web Apps are forms of software designed to help teams achieve their goals.
Online collaboration tools are often organized into three categories:
Communication tools
Conferencing tools
Coordination tools
‹#›
© 2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Unit B: Technology@Work: Online Collaboration Tools (cont’d)
Office Web Apps:
‹#›
© 2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Unit B: Summary
Mapping the stages of group development
Recognizing the need for team leadership
Selecting team members
Choosing the optimal team size
Defining common team roles
Establishing team rules
Clarifying team objectives
Making collective decisions
‹#›
© 2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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image5.png
image6.png
image7.png
image8.png
image9.png
image10.png
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Illustrated Course Guides: Teamwork and Team Building, 2nd Edition
Unit B: Exploring Team Roles and Processes
© 2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
‹#›
© 2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Unit B: Objectives
Map the stages of group development
Recognize the need for team leadership
Select team members
Choose the optimal team size
Define common team roles
Establish team rules
Clarify team objectives
Make collective decisions
‹#›
© 2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Unit B: Mapping the Stages of Group Development
A group passes through the following stages when developing into a team:
Forming
Storming
Norming
Performing
Transforming
Adjourning
‹#›
© 2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Unit B: Recognizing the Need for Team Leadership
The success or failure of a group depends on how it is led and managed.
Strong, centralized leadership is vital to any team.
The team leader should:
Participate in team assignments
Communicate with management
Serve as team motivator
Manage conflict
‹#›
© 2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Unit B: Recognizing the Need for Team Leadership (cont’d)
Traits of a team leader
‹#›
© 2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Unit B: Recognizing the Need for Team Leadership (cont’d)
Formal and informal leaders
‹#›
© 2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Unit B: Selecting Team Members
Do’s of selecting team members:
Understand the demands of the project or assignment
Carefully consider attitude
Secure needed skills
Create a broad knowledge base
Beware of animosities
Relationship between attitude and skills
‹#›
© 2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Unit B: Selecting Team Members (cont’d)
Don’ts of selecting team members:
Don’t select members based on friendship, familiarity, or loyalty
Don’t select members with negative attitudes and hope they improve
Don’t select mediocre workers only because they have some skills you need
Don’t overlook untraditional knowledge, such as experience with a competitor
Don’t select someone who might have a personality conflict with another team member
‹#›
© 2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Unit B: Choosing the Optimal Team Size
Considerations in choosing team size:
Smaller is better
Size affects communication
Deliberative groups can have many members
Virtual teams can be large
Quick-response teams are very small
‹#›
© 2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Unit B: Choosing the Optimal Team Size (cont’d)
Team size and participation
‹#›
© 2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Unit B: Choosing the Optimal Team Size (cont’d)
Don’ts for choosing team size:
Don’t make the mistake of assuming that large groups can complete more tasks
Don’t select more than 12 people for a project team or other group that needs to interact easily
Don’t expect virtual teams to work quickly
Don’t organize virtual groups of more than 25 members - they tend to lose focus or split into factions
‹#›
© 2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Unit B: Defining Common Team Roles
Typical team roles:
Leading
Doing
Thinking
Socializing
Determining roles
‹#›
© 2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Unit B: Defining Common Team Roles (cont’d)
Types of group members in the doing role
‹#›
© 2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Unit B: Establishing Team Rules
Do’s for establishing team rules:
Define basic courtesies
Outline operative procedures
Agree on how to make collective decisions
Commit to open communication
Discuss file formats
‹#›
© 2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Unit B: Establishing Team Rules (cont’d)
Don’ts for establishing team rules:
Don’t assume team members will observe basic courtesies without establishing ground rules for doing so
Don’t forget that team members have responsibilities outside of the team
Don’t share news about team conflicts and disagreements with people outside of the team
‹#›
© 2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Unit B: Establishing Team Rules (cont’d)
Example of team ground rules
‹#›
© 2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Unit B: Clarifying Team Objectives
Steps in clarifying team objectives:
Clearly define expected outcomes
Secure management’s approval
Decompose the project
Clarify each person’s role
Set the direction and schedule
Example of team objectives
‹#›
© 2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Unit B: Making Collective Decisions
Do’s for making collective decisions:
Set rules for making decisions
Beware of majority rules
Watch out for groupthink
Respect serious differences of opinion
Use time to soften differences
‹#›
© 2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Unit B: Making Collective Decisions (cont’d)
Don’ts for making collective decisions:
Don’t start making decisions until you set ground rules
Don’t make major decisions based on a narrow majority vote
Don’t become intolerant of differing opinions
Don’t give up independent thinking to conform to the group
Don’t discount opposing points of view
‹#›
© 2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Unit B: Technology@Work: Online Collaboration Tools
Online collaboration tools such as Google Docs and Office Web Apps are forms of software designed to help teams achieve their goals.
Online collaboration tools are often organized into three categories:
Communication tools
Conferencing tools
Coordination tools
‹#›
© 2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Unit B: Technology@Work: Online Collaboration Tools (cont’d)
Office Web Apps:
‹#›
© 2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Unit B: Summary
Mapping the stages of group development
Recognizing the need for team leadership
Selecting team members
Choosing the optimal team size
Defining common team roles
Establishing team rules
Clarifying team objectives
Making collective decisions
‹#›
© 2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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image6.png
image7.png
image8.png
image9.png
image10.png
image11.png
image12.png
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