Projection Assignment | Online Assignment

For this assignment, you will be writing a paper and addressing the following: 1. Read the article that has been uploaded. 2. Using the information in the article, assess the mix of personnel on your floor/unit in your workplace. 3. Describe your workforce, in terms of generational diversity. 4. Identify the strengths and weaknesses of their work abilities as you have seen them. 5. Assess this group’s functioning as a team. 6. Use the information in your readings and in the current literature to describe what makes a functional team. 7. If you were the leader, describe a plan to coalesce this group into a functional team. Use the article and other readings for this information. 8. Apply transformational leadership strategies to your plan, and state the outcomes you would like to see. Paper Requirements: This paper will be 6-8 pages long, with at least 6 references, in APA format. References must be less than 5 years old. It will have an introduction, a body, and a conclusion, a cover page, and a reference page. Use APA headings to separate sections.

Multigenerational Challenges: TeamBuilding
for Positive Clinical
Workforce Outcomes
^ m d
Abstract
A workforce that
encompasses
several generations
must learn to work
together, forming
teams and
recognizing the
inherent diversity
in order to deliver
effective healthcare
and meet desired
patient outcomes.
Generational Cohorts by Characteristics
Jill M. Moore, PhD, RN, CNE
Marcee Everly, DNP, ND, MSN, RN, CNM
Renee Bauer, PhD, MS, RN
Patient acuity in hospital settings continues to increase, and there is greater emphasis on patient
outcomes. The current nursing workforce is comprised of four distinct generational cohorts that
include veterans, baby boomers, millennials, and generation Xers. Each group has unique
characteristics that add complexity to the workforce and this can add challenges to providing
optimal patient care. Team building is one strategy to increase mutual understanding,
communication, and respect, and thus potentially improve patient outcomes. In this article, we
first briefly define generational cohorts by characteristics, and discuss differing expectations for
work/life balance and potential negative outcomes. Our discussion offers team building strategies
for positive outcomes, a case scenario, and concludes with resources for team building and
organizational opportunities.
Citation: Moore, J., Everly, M., Bauer, R., (May 31, 2016) “Multigenerational Challenges: TeamBuilding
for
Positive Clinical Workforce Outcomes” OJIN: The Online Journal of Issues in Nursing Vol. 21, No. 2, Manuscript
3.
DOI: 10.3912/OJIN.Vol21No02Man03
Key Words: teambuilding,
change, safety, patient outcomes, multigenerational, trust, communication,
activities, respect, inclusion, retention, administration, incivility, mentor
Never before has healthcare been so complex. Patients are going to the hospital sicker and leaving quicker.
Technology is rapidly changing how we care for patients. Healthcare workers often hear ‘do more with less’ and
this expectation becomes the norm rather than the exception. Adding to the dynamics of this multifaceted
work environment is the “crosspollination”
or the converging of multigenerational healthcare workers (Mercier,
2012).
A workforce that encompasses several generations must learn to work
together, forming teams and recognizing the inherent diversity in order to
deliver effective healthcare and meet desired patient outcomes. The purpose of
this article is to summarize generational traits, analyze characteristics of
cohesive teams, and provide strategies to create an environment where teams
thrive and patient outcomes flourish. We first briefly define generational
cohorts by characteristics, and discuss differing expectations for work/life
balance and potential negative outcomes. Our discussion offers team strategies
for positive outcomes, a case scenario, and resources for team building and
organizational opportunities.
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It is important to
seek
multigenerational
understanding
among the various
cohorts.
Each generation
has cultural values
and traits, formed
by defining events
in their youth,
which also manifest
in the workplace.
Currently, there are four unique generational cohorts represented in the clinical workforce. A generational
cohort is often grouped according to year of birth; events that occurred during their lifetimes; and life events,
such as wars, technological advancements, or economic conditions (Smith, 2015). Interestingly, these events
tend to create the personalities, values, and beliefs of a given generation. Blending the unique perspectives of
these generations in the workforce can be perplexing at best.
Rather than favoring one generation over another, institutions can benefit from
celebrating differences and promoting strengths of the various generational
cultures that currently comprise their workforce. It is important to seek
multigenerational understanding among the various cohorts. Indeed, safety and
positive working conditions demand mutual respect and cooperation. The
patient and the institution both benefit by addressing teambuilding
as a solution
to shared understanding and reciprocal appreciation among different
generations. Institutional leaders must capitalize on the attributes of each
generation to meet the demands of their organization and create effective
teams (Stanley, 2010).
The current nursing workforce is made up of four generational cohorts that each
have unique qualities. These cohorts span from 1925 to 2000 and are
comprised of the Veterans, Baby Boomers, Generation Xers, and Millennials.
Each generation has cultural values and traits, formed by defining events in
their youth, which also manifest in the workplace (Cox & Holloway, 2011). The
following tables highlight the multigenerational representation in the current
workforce. Table 1 summarizes general information and traits for each of these
cohorts. Table 2 outlines the current workforce percentage by age groups for
certified nurse assistants (CNA), licensed practical nurses (LPN), and registered
nurses (RN).
Table 1. General Characteristics by Cohort
Generation Years
Span
Defining
Events
Characteristics Workforce
Veterans 19251945
The Depression
World War II
Respectful
Loyal
Adheres to rules
Works hard
Most have
retired; make
up 3% of the
nursing
workforce.
Baby
Boomers
19431960
Vietnam War
Kennedy
Assassination
Walking on the
Moon
Martin Luther
King, Jr.
Enjoys
recognition
Work oriented
Team player
Make up 32%
of the nursing
workforce.
Generation
Xers
19611979
End of Vietnam
War
Watergate
Kent State
Massacre
Roe vs. Wade
Selfreliant
Questions the
rules
Values
independence
Make up 39%
of the nursing
workforce. In
the next
decade will
account for at
least 50% of
the workforce.
Millennials 19802000
Iran Hostage
Crisis
Iran Contra
Affair
Technology
expertise
Accepting of
divergent values
Just entering
the workforce.
Comprise 26%
of the nursing
workforce.
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Work/Life Balance
What constitutes
work/life balance
changes at various
stages of careers
and different
factors become
significant to
people as they
age.
MTV
Children using
computers
Prefer healthy
worklife
balance
Table created by the authors (Cox & Holloway, 2011; Douglas, Howell, Nelson, Pilkington, & Salinas, 2015).
Table 2. Workforce Demographics
Classification Age Percentage of
Workforce
CNA 30 and younger
3044
45 and older
29.8%
39.5%
34.3%
LPN 25 and younger
2630
3135
3640
4145
4650
5155
5660
8.3%
10.0%
11.8%
12.5%
11.9%
12.6%
13.2%
10.8%
RNs 25 and younger
2630
3135
3640
4145
4650
5155
5660
5.2%
9.6%
11.0%
12.5%
12.3%
14.5%
15.1%
11.3%
Table created by the authors (U.S. Department of Health and Human Resources, 2011; U.S. Department of
Health and Human Resources, 2013).
In addition to the characteristics inherent to individual generational cohorts listed in Table 1, research has
demonstrated that individuals from different generations also have differing expectations regarding work/life
balance (Roebuck, Smith, & El Haddaoui, 2013). The next section describes some of these differences, which
may significantly impact workplace relationships, collaboration, and outcomes.
Work/life balance is defined as, “the amount of time you spend doing your job compared with the amount of
time you spend with your family and doing things you enjoy” (Cambridge
Dictionaries Online, 2016, para. 1) What constitutes work/life balance changes
at various stages of careers and different factors become significant to people
as they age (Roebuck et al., 2013). A recent survey by the Society of Human
Resource Management found that among all the generations, 89% of Americans
are working longer hours and report work/life balance to be a problem
(Roebuck et al., 2013).
Veterans, while small portion, are still in the workforce and may be dealing with their own health concerns.
Many who have made poor financial plans find work a necessity rather than an option. This generational group
may not possess the stamina to work long hours but may still want to or remain in the workforce. Work/life
balance for this generation means working in a flexible environment that is less demanding to accommodate
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While maximizing
the strengths,
needs, and desires
of these
generational
cohort… can
contribute to
effective teams,
failing to do so can
lead to poor
outcomes.
Potential Negative Outcomes
… key negative
outcomes of
additional
stressors, and even
errors, may result
from poor practices
that have become
routine.
the desire to work with the reality of declining health (Life Directions, 2005; Workflow Management Coalition,
n.d.).
Baby boomers live to work and will sacrifice personal interests until the job is complete (Johnson, 2015).
Unfortunately, this group may be caring for elderly parents. This group of baby boomers is also known as the
sandwich generation; these individuals may also have grown children living with them. Boomers may have
drawn attention to the concept of the work/life balance but younger workers from Generation X and Generation
Y place an even higher value on blending occupational demands with family pressures (Roebuck et al., 2013).
Generation X demands work/life balance as a backlash to baby boomers’ intense dedication to employers and
long hours spent at the office (Johnson, 2015). Generation Xers often have a large amount of debt related to
mortgages and student loans, and may also be caring for small children. Allowance of family needs is vital to
this group in terms of work/life balance.
Millennials prefer flexible schedules, telecommuting, casual dress code, and other perks not enjoyed by
previous generations (Bergstrom, 2015). Indeed, this generation is known for expecting flexibility from
employers. Many millennials consider work/life balance an important criterion for selecting a place of
employment. A survey completed by Kirschner (2015) indicated that more than one in four millennials were
disillusioned with their current job and listed unproportioned work/life balance as the reason (Kirschner, 2015).
Nursing as an occupation is largely comprised of women, so organizations that wish to attract younger talent
must be creative with ways to entice and retain this cohort. Since the millennial generation will encompass the
largest generation in the workforce in 10 years, this aggregate will represent 75% of those employed (Johnson,
2015). Additionally, these millennial women will still bear the majority of caregiving responsibilities for children
and ill family members, so it is vital to accommodate their life/work balance needs.
While maximizing the strengths, needs, and desires of these generational cohort
based on their differences can contribute to effective teams (Stanley, 2010),
failing to do so can lead to poor outcomes. The next section briefly describes
the potential for several common negative workplace outcomes, such as
incivility, stressors and errors, and stereotyping.
Incivility
All individuals desire respect along with being valued within an organization. Understanding generational
differences has the ability to decrease incivility in the workforce. Left unchecked, incivility disrupts patient care
and erodes organizational morale. Incivility may put patients at risk. For example, tension in the workforce
may lead to mistakes and carelessness in the care provided to patients. Generational differences, left
misunderstood, have the potential to damage the workforce by increasing staff turnover, resulting in
substandard patient care, poor outcomes, and higher costs to the organization (Stanley, 2010).
Stressors and Errors
Effective communication is vital for an institution to succeed, and differences in
priorities, skills, and perceptions inherent to generational cohorts may lead to
miscommunication. In the first author’s experiences, a large amount of
anecdotal evidence has suggested that key negative outcomes of additional
stressors, and even errors, may result from poor practices that have become
routine. For example, older providers may sometimes delegate the task of
medication order entry into the computer. This practice, which may arise from a
lack of comfort and skills with technology, can create increased workload for
already busy nurses. Using an additional person in the medication entry process
offers an additional opportunity for error. Ultimately, poor practices which have
become routine, and may be based on generational variances, may also create
team based problems.
Stereotyping
Stereotyping generational characteristics leads to misconceptions and dysfunction (Stanley, 2010). Thus, it is
prudent to note that, within each generational group, individuals bring their own unique personalities and
cultural imprints. Often, an individual may be stereotyped by his or her generational cohort (e.g., Millennial =
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…to create a
nonjudgmental,
cohesive
environment that
minimizes the
potentially negative
organizational
outcomes described
above… leaders
[need to] promote
acceptance and
understanding of all
generations. Team Building Strategies for Positive Outcomes
Positive
organizational
outcomes can be
achieved by
supporting good
teamwork.
lazy, not motivated). However, it may more accurately be that these characteristics are typical to his or her
personality, and not generational in nature. Recognizing and embracing the cultural diversity of the workforce,
in general and by generational characteristics, can be a factor to consider when addressing retention and
recruitment variables (Stanley, 2010).
The acknowledgement of generational strengths may result in improved orientation, mentoring, retention, and
diminished peer conflict (Barry, 2014). In the long run, these efforts may then help organizations to avoid
potential negative outcomes. They may improve patient safety and save revenue. Expert nurses, who have a
depth of knowledge and experience, are able to mentor novice nurses. The wisdom and information that they
can provide is often not taught in the classroom (Concordia, 2016). Novice nurses can be great assets in the
area of testing new technology and subsequently mentoring nurses from older generations.
In sum, to create a nonjudgmental, cohesive environment that minimizes the
potentially negative organizational outcomes described above, we recommend
that leaders promote acceptance and understanding of all generations. There is
always an ongoing influx of novice nurses and impending retirement of expert
nurses contributing to the mix of generational perspectives. Research suggests
teams are stronger when members possess different experiences, attitudes,
and perspectives (Sherman, 2015). Diverse teams also have a tendency to be
more creative and adept at handling challenges. Therefore, it is imperative to
develop and implement new strategies for all generations to work as cohesive
teams. An organizational culture comprised of several generations has the
potential to flourish if differences are understood and respected. In the next
section, we describe evidence supporting teamwork and offer several
teambuilding strategies to promote positive outcomes.
Evidence for Teamwork
Studies have demonstrated that teamwork leads to greater job satisfaction with present occupation and current
position (Kalisch, Lee, & Rochman, 2010). Corrigan, Donaldson, Kohn, McKay, and Pike (1999) completed a
study that directly links effective teamwork to patient safety. Organizational approaches vary. Successful
organizations may support teambuilding
via retreats or goal focused meetings. The purpose of such activities
is to sustain and improve successful communication (Gonzalez & Rolman, 2010).
Positive organizational outcomes can be achieved by supporting good teamwork
(Gonzalez & Rolman, 2010). Equity and fairness ensure no generational cohort
dominates and everyone’s view is perceived as important. Research has
demonstrated that teamwork increases effectiveness because teams can
achieve more than individuals alone. It is not simply due to the increase of
people; the achievement is obtained through pooling of knowledge, skills, and
creative energy (Gonzalez & Rolman, 2010).
Leadership is required to build a strong foundation for a team (Gonzalez & Rolman, 2010). This leadership must
promote time and resources; clear goals and objectives; and trust. Ideally, team leaders are those members
who can motivate others and have profound listening skills. Team leaders are empowering participants,
communicating vision, providing resources, and helping members overcome adversity. Leaders need patience,
honesty, and balance to create successful teams.
Organizations that promote teambuilding
improve problem solving and morale, leading to healthier work
environments. Organizational effectiveness enhances learning and openness. Amplification of energy and
productivity are by products of successful institutions. Working collegially with members from various
generations promotes acquisition of wisdom and new ways of thinking in an everchanging
environment. This
effective team culture enhances the way patients receive care (Gonzalez & Rolman, 2010). For example, many
times, seasoned nurses are able to provide prioritization, while younger counterparts can initiate technological
advances.
TeamBuilding
Concepts and Activities
Healthcare organizations and the patients who receive care within those facilities want nursing teams to work
together and accomplish the goals of improved patient outcomes. Doing so results in a culture of synergistic
ideas (Mercier, 2012). Four activities assist in building highly effective multigenerational teams: open
communication, inclusion, trust, and conflict resolution (Cox & Holloway, 2011; Mercier, 2012). Successful
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Trust is built by
team members
who consistently
perform with
integrity and
competence.
All generations can
agree that
providing
competent and safe
care and being
compassionate are
paramount in the
healthcare setting.
multigenerational teams have engaged in activities that increased their ability to communicate, created an
inclusive environment, built trusting relationships, and learned how to deal with conflicts.
Open communication. The ability to communicate is a cornerstone of effective intergenerational teams. Each
generation has a different perspective of acceptable channels of communication (Cox & Holloway, 2011).
Millennials will most likely view text messaging with the associated abbreviations as a preferred method of
communication, while baby boomers favor face to face communication and may find text messaging
impersonal and confusing (Cox & Holloway, 2011; Douglas et al., 2015). Effective teams work to develop an
understanding of how each generation represented communicates by open discussion and agreement about
modes of communication that the team will utilize. A skilled nursing leader will use several modes of
communication. Meetings once a month are one option or communication via email. The use of a mailroom
bulletin board may also reach others who prefer this method. Various methods of communication demonstrate
respect for all. Multiple channels provide varied and effective communication.
The “Ask Me” teambuilding
activity can facilitate learning about one another
and improve communication. Have the group break down into small teams of
five to ten. Assigning members to groups may ensure representation from
multiple generations on each team. Have team members ask questions about
oneanother.
Types of questions that may help understand the different
generations include:
What was your first car?
Name the most popular music group or song when you were in high school?
What was your favorite song in high school?
Describe your typical Saturday activities when you were in school?
A representative of each team should then share what each group learned.
Inclusion. Teams comprised of multigenerational members need to be inclusive. Inclusion can be increased by
objectively attempting to comprehend and assess behaviors of those from diverse generations (Cox &
Holloway, 2011). Millennials and Generation X team members need to work to appreciate the affinity that baby
boomers have for competition and group work, while baby boomers should admire the selfsufficiency
and
technological savvy of the younger generational teammates (Douglas et al., 2015; Sherman, 2015). Ultimately,
inclusiveness permits team members to recognize and appreciate what they and others have to offer,
esteeming and engaging each member of the team.
The “What do we have in common?” activity (Volunteer Power, 2016) can promote recognition of
commonalities. Have the team form subgroups
of three. Allow five minutes to talk to one another and identify
five things they have in common. Encourage them to stretch beyond the obvious. The five things should not be
workrelated
or common (e.g., they are all nurses, work in the same place, or are the same gender). When the
time is up, have each group share the identified commonalities.
Trust. It is vital to assume positive intent and common goals. All generations
can agree that providing competent and safe care and being compassionate are
paramount in the healthcare setting (Mercier, 2012). Intergenerational teams
that work well together have developed a solid foundation of trust. The
presence of trust allows team members to admit errors, discuss weakness, and
voice concerns without the fear of reprisal (Douglas et al., 2015). Trust is built
by team members who consistently perform with integrity and competence (Cox
& Holloway, 2011). In addition, trust can be strengthened by team members
who ask for assistance when needed, provide appropriate feedback, and
appreciate all members’ expertise and experience (Douglas et al., 2015). It is
important for a team to recognize that it only takes one incidence of
substandard performance to instill the feeling of mistrust; mistrust leads to more distrust and ultimately to a
dysfunctional team (Cox & Holloway, 2011).
The “Mine Field” is an activity that helps to develop trust, communication, and cooperation. Start with a room
that has a large open floor space. Place obstacles, such as chairs, tables, or large soft objects, on the floor so
that the teams have to navigate around and in between them. In pairs, one member directs a blindfolded
teammate across the room without hitting any obstacles. After completion, the pair switches so that each
experiences the two roles. This activity can be creatively altered if desired. For example, rather than
negotiating a mine field, certain items can be placed around the room so that the blindfolded member can
complete a certain task, such as finding a bottle of water, finding an empty glass, opening the bottle of water,
pouring it into the glass, and delivering the glass of water to the person giving the directions
(howdoyouplay.net, 2016).
Conflict Resolution. Highly effective teams have established open communication, trust, and inclusion that
then facilitates successful conflict resolution (Cox & Holloway, 2011). Conflict resolution includes measures of
aggressiveness, opposition, teamwork, collaboration, accommodation, and avoidance. High performing teams
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High performing
teams have
developed an
appreciation of
generational
approaches to
conflict and have
established guiding
principles that
frame conflict as
beneficial.
Case Scenario
have developed an appreciation of generational approaches to conflict and have
established guiding principles that frame conflict as beneficial (Douglas et al.,
2015). It is important for teams to recognize that the inability to constructively
resolve or to avoid conflict leads to dysfunction where members just tolerate
each other in lieu of trusting each other (Douglas et al., 2015).
Douglas and colleagues (2015) outlined several activities that can enhance an individual team member’s
capacity for communication, inclusiveness, trust, and conflict resolution. One of the most important activities is
to develop a team agreement that is formal, creates a safe working environment, and facilitates member and
team accountability. Providing individual coaching (mentoring) can assist members to maximize their individual
strengths. Organizing teambased
communication workshops that focus on generational traits can build team
unity. Finally, the acknowledgement of existing conflict, and underscoring its usefulness, can help teams to be
successful in reaching goals or outcomes. Respecting individuals and asking for their feedback can enhance the
working atmosphere. It is important to remember that everyone needs to feel valued for their contribution to
the organization (Mercier, 2012).
The FourWord
Build exercise (Communicationandconflict.com, 2015) promotes conflict management and
communication. The team should first divide into groups of at least four or more members (even numbers work
best). Identify an idea or concept for exploration and discussion. This could be a difficult situation that is hard
to talk about, a new training concept, or a new initiative within the institution. Each individual receives a sheet
of paper and is asked to write four words that come to mind when they think of the concept or topic. Tell
participants that there are no right or wrong words. They are not to confer before writing the words. Next, ask
them to pair within their groups and share their list of four words with one another. The pair then identifies
which four of the eight words they agree are the most pertinent to the concept. Then, ask the pairs to combine
with another pair and share their four words (now a group of four with eight words). They should then, among
the four of them, again identify the top four words they believe best represents the topic or concept. This
process continues between groups. The final goal is to develop a list of four words about the topic or concept
that represents the entire group. Each time individuals and groups share their words there will be discussion
and thought sharing. This leads to greater understanding and deeper discussion by all. Once the final four
words have been identified, inquire what this experience was like for them. Depending on the original concept
or topic, this activity may lead to greater insight regarding a situation, a consensus agreement for solutions, or
wider understanding of different views and opinions.
One or more of these team holding strategies can be useful to identify generationallybased
differences and
synergize multigenerational team efforts. Below we offer a case scenario to further illustrate the article
concepts.
A multigenerational group of nurses had experienced a difficult accreditation issue which resulted in stress,
some resentment, and a general feeling of discord. Managers felt that teambuilding
was needed to improve
morale, and also encourage communication, and promote mutual respect and cooperation. A quick internet
search for “team building activities” revealed multiple sites with information and ideas for activities.
The “Toxic Waste” activity was found at the Wilderdom website and chosen based upon its description to
promote creative problem solving and communication in established teams (The Wilderdom Store, 2013). The
referee for the activity, in this case one of the managers, collected and setup the materials as the website
described. The setup included one large bucket, one small bucket, length of rope, eight bungee cords, and at
least eight balls. One cord was tied into a loop to assist the team and perhaps decrease the time needed for
problem solving.
The leader informed the team of nurses upon arrival that the small bucket of balls represented toxic waste, and
the circle on the floor represented a toxic spill that would kill or injure anyone who crossed it. The large bucket
located across the room represented a container to secure and seal the toxic waste. Dropping single balls
would result in injury (such as the loss of the hand or foot that came in contact with it) and spilling the entire
bucket of balls would result in death of the entire team. The leader instructed the team that they must use the
bungee cords to devise a way to safely pick up the toxic waste balls and transfer them to the large bucket.
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The first method
the team tried was
not at all
successful; but it
did result in
laughter, and more
importantly,
communication and
problem solving.
…effective
relationships that
capitalize on the
strengths of
multigenerational
perspectives take
time to develop.
Conclusion: Organizational Opportunities
Respect and
understanding can
be outcomes of
organizations that
recognize
A bit of discussion then ensued as the team talked about the best way to
transfer the balls in the small bucket without touching them. The first method
the team tried was not at all successful; but it did result in laughter, and more
importantly, communication and problem solving. As this is a difficult activity,
some questions and tidbits for guidance were both expected and provided. The
team finally achieved success when they tied bungee cords to several sections
of the small loop. Four or five individuals then each pulled on a section of
bungee, resulting in the loop stretching open so it could be placed over the lip of
the small bucket without having to step inside the circle. The small bucket was
then carefully carried by the bungees over to the large bucket, and the entire
bucket and attached bungees were dropped into it. Upon success, the group
shared smiles and applause.
Debriefing followed the activity. Team members shared how interesting it was to discover one another’s ideas
and creativity for approaching the problem. They also reflected on what they learned from the activity that
could be used in the future when a problem arises; such as to listen to one another and give everyone a
chance to share his or her idea, because it just might be the idea that works. In this case, when the one person
who had been quiet throughout the activity finally spoke up, she had the idea that led to successfully moving
the bucket without touching it or dropping any balls.
This case scenario illustrates many concepts important to success with
multigenerational collaboration in the workforce. Effective communication was
critical to the ultimate success, including time for listening and respect for each
person’s suggestions. Perseverance was important; effective relationships that
capitalize on the strengths of multigenerational perspectives take time to
develop. Debriefing helps the team members to both identify and appreciate the
various steps of the activity that led to the final successful attempt. Most
importantly, this activity was initiated and supported by organizational
leadership. This lets participants know that multigenerational collaboration in the
workplace is expected and important to successful outcomes. Table 3 provides
additional resources for teambuilding strategies.
Table 3. Additional TeamBuilding
Resources
Ultimate Guide to Team
Building Activities That
Don’t Suck
https://www.wrike.com/blog/ultimateguideteambuildingactivities/
Team Building
Activities, Initiative
Games, & Problem
Solving Exercises
http://www.wilderdom.com/games/InitiativeGames.html
10 Quick and Easy
Team Building Activities
[Part 1]
https://www.huddle.com/blog/teambuildingactivities/
The Team Building
Directory: Advise and
Information on about
all things team building
http://www.innovativeteambuilding.co.uk/freeteambuildingactivities/
freeteambuildinggamesactivitiesandideas/
Multigenerational workforces can provide rich environments that support an
atmosphere of diversity and growth (Mercier, 2012). Respect and understanding
can be outcomes of organizations that recognize generational differences. For
example, by acknowledging baby boomers’ preference to work in teams,
organizational leaders may suggest this generation form committees that
promote success for the company. This may be accomplished by creating a
retention committee. Technology skills of Millennial nurses might be tapped for
mentoring to launch a new computer system. Gen Xers’ strengths are ideal for
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generational
differences.
Ultimately the
purpose of teambuilding
within
multigenerational
nursing teams is to
promote patient
safety and other
positive
organizational
outcomes. Authors
References
clinical practice issues or matters dealing with quality assurance (Mercier,
2012).
On average, nurse turnover costs hospitals $82,000 to $88,000 per staff member. Thus, increasing the
satisfaction of the workforce would result in cost savings at the very least (Kalisch et al., 2010). Retention
strategies are important to every company and should now include flexibility and acknowledgement of a
desired work/life balance. These include balancing personal and professional commitments, perhaps by job
sharing and selfscheduling.
Other nurses need and want assistance with development of their financial
portfolios (Mercier, 2012).
We are all unique. Yet, there remains common ground that binds us. Some suggest it is not the differences in
generational groups that cause division; rather it is fundamental organizational failures to communicate well
with employees and issues of power in the workforce (Stanley, 2010). Nursing leaders have a responsibility
and a unique opportunity to balance group maintenance and group tasks along with successful teambuilding.
Leaders must respectively identify attitudes and behaviors that help or hinder the group (Mercier, 2012).
According to Birx, Lasalla, and Wagstaff (2011) positive changes that result from teambuilding
activities are
rarely long term. This is in alignment with Lewin’s Model of Change which highlights that lasting habits are
created when consistently reinforced over time. Otherwise it is easy for individuals and teams to revert to old
habits (Cherry, 2014). Therefore, to support positive outcomes in the workplace, it is beneficial to frequently
revisit teambuilding
exercises and reinforce their helpful effects.
Ultimately the purpose of teambuilding
within multigenerational nursing teams
is to promote patient safety and other positive organizational outcomes
(Stanley, 2010) through improved understanding, communication, inclusion,
trust, and respect. Both nursing administrators and individual team members
have a responsibility to work toward these goals, however challenging. In
today’s dynamic and fluid healthcare environment, it is prudent to attract and
retain staff by appealing to and providing a supportive environment for nurses
of all generations. Education regarding generational differences, similarities,
and transparent communication along with successful teambuilding
can help to
make this happen.
Jill M. Moore, PhD, RN, CNE
Email: Jill.Moore@indstate.edu
Dr. Moore completed her Master’s in Nursing Education and her PhD in Higher Education Leadership at Indiana
State University in Terre Haute, IN. She is the Nursing Education and Nursing Administration Program Director
and an Assistant Professor in the Department of Advanced Practice Nursing at Indiana State University. Prior to
transitioning to nurse education Dr. Moore practiced in the critical care and acute care environment working
within teams of multigenerational healthcare workers.
Marcee Everly, DNP, ND, MSN, RN, CNM
Email: Marcee.Everly@indstate.edu
Dr. Everly completed her master’s and doctoral nursing education at the University of Colorado, Health
Sciences Center, in Denver, CO. She is Department Chair and Associate Professor in the Department of
Baccalaureate Nursing at the Indiana State University. The department is comprised of a variety of individuals
across generations. Before practicing in academia, Dr. Everly worked as a labor and delivery nurse and was
later a fulltime
fullscope
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Renee Bauer,PhD, MS, RN
Email: Renee.Bauer@indstate.edu
Dr. Bauer received her undergraduate degree, master’s degree and PhD from Indiana State University in Terre
Haute, IN. She is an assistant professor and director for the accelerated nursing degree track at Indiana State
University. She has taught psychiatric nursing for eight years at the University and has done patient care for
over 23 years, working with colleagues of all ages.
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for Positive Clinical Workforce Outcomes
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© 2016 OJIN: The Online Journal of Issues in Nursing
Article published May 31, 2016
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