Assessment Log

MPSY4167 PROFESSIONAL

SKILLS DEVELOPMENT

Block 3

REGISTERED OCCUPATIONAL PSYCHOLOGIST

MATCHY MA

1. Experiences at Development Centre

2. Winning a project amazingly

Introduction to the BPS CYCLE OF PROFESSIONAL PRACTICE BPS framework: The five core skills:

1. Assessment and establishment of agreements with the client;

2. Formulation of client needs and problems;

3. Intervention or implementation of solutions for client;

4. Evaluation of outcomes;

5. Communication through reporting and reflecting on outcomes.

THE PROFESSIONAL PRACTICE CYCLE

Step 1: Identifying client’s needs and problems

Step 2: Analysing client’s needs and problems

Step 3: Establishing agreements with the client

Step 4: Formulating solutions/interventions for your client

Step 5: Implementing and reviewing solutions/interventions

Step 6: Evaluating outcomes

Step 7: Reporting and reflecting on outcomes

YOUR TEAM CHALLENGE

Practical workshop

You are working as a multi-disciplinary team of psychologists who’ve been asked to bring your differing expertise and perspectives to work on a problem for a client:

We will be walking through the steps of the BPS Professional Practice Cycle to develop a client solution/intervention from proposal to evaluation

Saturday – Scope the project, meet the client, do the research, and prepare a proposal

Sunday – Pitch the proposal, Implement the project, Evaluation, Personal reflections

TEAM PROJECT ⚫ Client meeting today

✓ At most two members attend the meeting

⚫ Team presentations (at least two) tomorrow

✓ One main presenter per team (covers >= 50% of the content)

✓ Max two additional presenters per team

✓ Include Q&A at the end of the presentation

✓ Apart from the presenting team, you all will take the role of the client and vote

for one winner from each presentation

⚫ Research on local context, practices and industry solutions

DEVELOPMENT OF BELBIN'S TEAM ROLE MODEL

⚫ The model was proposed after a nine-year study of team building and team effectiveness with management teams taking part in an executive management exercise (Lawrence, 1974).

⚫ Prior to participating in the exercise, individuals completed Cattell’s 16PF personality questionnaire and Watson Glaser’s Critical Thinking Appraisal.

⚫ For each management team an observer recorded group processes based upon Bales’ (1950) interactive process analysis and reported their observations.

⚫ Successful and less successful teams were analysed in terms of their members’ personalities and in terms of their critical thinking abilities

DEVELOPMENT OF BELBIN'S TEAM ROLE MODEL

⚫ The eight role model was introduced (Belbin, 1981)

⚫ A team role was defined as a pattern of behaviour characteristic of the way in which one team member interacts with another in order to facilitate the progress of the team as a whole.

BELBIN TEAM ROLE QUESTIONNAIRE

For each group of statements below, assign a

total of 10 points across the options depending

on how well they describe your behavior in a

team.

You can assign all 10 to one, or divide among

several.

Be honest and spontaneous.

BELBIN TEAM ROLE QUESTIONNAIRE SCORING

Instructions:

1. Enter your score (0–10) for each statement in

the appropriate box.

2. Add the scores for each role to calculate your

total.

3. Identify your Primary, Secondary, and Least

Preferred roles.

BELBIN TEAM ROLES

Discuss within your team

- Your primary and second team roles

- Decide which roles that you will contribute in this exercise

TEAM PROJECT

Working in your team

Read the information provided in the brief and use online resources/research/specialist website to supplement your understanding of the context.

Meeting the client at 5:00pm (1st group) – 5:45pm (last group) today

THE PROFESSIONAL PRACTICE CYCLE

Step 1: Identifying client’s needs and problems

Step 2: Analysing client’s needs and problems

Step3: Establishing agreements with the client

Step 4: Formulating solutions/interventions for your client

Step 5: Implementing and reviewing solutions/interventions

Step 6: Evaluating outcomes

Step 7: Reporting and reflecting on outcomes

MEETING WITH THE CLIENT

1. One member from each team will assume

a client role.

2. Each team will send two representatives to the meeting.

3. Each team will be given 15 minutes to meet

with the clients.

PREPARE QUESTIONS FOR CLIENT’S MEETING

What are the deliverables and desired outcomes the client is looking for?

What stakeholders exist within the setting? – e.g. pupils, teachers, parents – and who will be responsible for making the decision/approving the proposal?

What might the needs of each stakeholder group be? What will each they be looking for from the proposal?

THE PROFESSIONAL PRACTICE CYCLE

Step1: Establishing agreements with the client

Step 2: Identifying client’s needs and problems

Step 3: Analysing client’s needs and problems

Step 4: Formulating solutions/interventions for your client

Step 5: Implementing and reviewing solutions/interventions

Step 6: Evaluating outcomes

Step 7: Reporting and reflecting on outcomes

TEAM PROJECT

Working in your practitioner team

Read the information provided in the brief and use online resources/research/specialist website to supplement your understanding of the context and industry standard solutions

Write your proposal, and a pitch (ppt format) (20 minutes) to be presented at 10:15am tomorrow

QUESTIONS TO CONSIDER

1. What is the nature of the problem/opportunity? Is the problem fully understood by the stakeholders or is more data/information gathering from the setting required?

2. What literature/research exists to aid deeper understanding of the problem (i.e. pupil wellbeing in schools)?

3. What literature/research exists which could inform best practice around wellbeing and mental health solutions for schools? What does best practice look like?

THE PROPOSAL

1. What elements will the solution contain?

2. What evidence/theory exists to support your proposal?

3. How will each element of the intervention be delivered and by whom?

4. How will you gain buy-in from all the stakeholders?

5. How will the programme’s success be measured?

6. What will be the timeframe (set up and implementation)?

Client presentation, 20 minutes MAX in length, to be presented at 10:15am tomorrow

PRESENTING PROPOSED INTERVENTION TO THE CLIENT

◼ 20 minutes each for each team to present

◼ Other teams to play the role of the client

◼ 5 minutes of general client questions after each presentation

THE PROFESSIONAL PRACTICE CYCLE

Step1: Establishing agreements with the client

Step 2: Identifying client’s needs and problems

Step 3: Analysing client’s needs

and problems

Step 4: Formulating bespoke solutions/interventions for your client

Step 5: Implementing and reviewing solutions/interventions

Step 6: Evaluating outcomes

Step 7: Reporting and reflecting on outcomes

IMPLEMENTATION AND PLANNING

What changes/amends/ improvements might you want to make to your planned intervention on the basis of ‘client’ feedback/questions?

What are some of the practical things you would need to consider when implementing the programme at the school?

PROJECT IMPLEMENTATION/ PRACTICAL ISSUES

What are all the

implementation

steps? And what

order do they

need to be

implemented in?

What are the

things that could go

wrong and how will

you deal with issues

as and when they

arise?

How will you keep

clients informed of

progress throughout the

programme? How will

client communication be

managed and by whom?

How will pupils

be enrolled onto

the programme?

How will needs

be identified by

child?

Who will deliver

each programme

element? How will

resource be

managed? Internal?

External?

What training

might be required

in order to deliver

effective

programme

delivery?

DELIVERING INTERVENTION

15 minutes each for each team to present their implementation plan including:

▪ how you will manage any practical considerations;

▪ project management and resourcing

▪ project communication - between your team and the key client and within the school (keeping stakeholders informed etc)

PROJECT MANAGEMENT: KEY SKILLS

Leadership

Negotiation

Cost Control

Scheduling

Risk Management

Communication

Quality Management

Critical Thinking

Meetings Management

Coaching

Task Management

THE PROFESSIONAL PRACTICE CYCLE

Step1: Establishing agreements with the client

Step 2: Identifying client’s needs and problems

Step 3: Analysing client’s needs and problems

Step 4: Formulating bespoke solutions/interventions for your client

Step 5: Implementing and reviewing solutions/interventions

Step 6: Evaluating outcomes

Step 7: Reporting and reflecting on outcomes

PROJECT EVALUATION

Imagine you have implemented and completed the intervention programme and now have to complete the evaluation and write a report for your client

1. What methods would you use to evaluate your programme/intervention? Qual? Quant? Mixed methods? (You can use ‘dummy’ data but refer to/cite real scales/psychometric tools/qual approaches etc.)

2. What elements would your report cover?

3. Create an outline Evaluation Report to present back (using PowerPoint or Mac equivalent)

EVALUATION REPORT Questions to ask of the programme - some ideas to get you started

How well was

the

programme

communicated

within the

school? What was the

participation in

the various

elements of the

programme like?

Per se? Compared

to expectations.

What were the

outcomes post

vs pre for those

who took part in

each element of

the programme/

each

intervention type

and how were

these measured?

Were there any

factors which may

have moderated

the effectiveness

of the

programme/ each

intervention?

Were any problems

encountered with the

implementing the programme?

How could these be addressed

in future?

Consider timing of

intervention sessions;

venues used;

personnel involved;

role of parental

support/involvement

EVALUATING THE INTERVENTION

▪ 15 minutes each for each project team to present their evaluation report

▪ Other teams to play the role of the client

▪ 5 minutes of general client questions after each presentation

ENDING THE PROJECT

How should we effectively bring a project to an end?

What steps should be taken – as practitioners and for our clients

Opportunities for communication and dissemination beyond the client?

VALIDITY OF BELBIN'S TEAM ROLE MODEL

Belbin's Team Role model identifies nine distinct roles that individuals may adopt within a team, aiming to enhance team performance through balanced role distribution. The model's validity has been a subject of academic scrutiny:

Construct Validity: A comprehensive review by Aritzeta, Swailes, and Senior (2007) analyzed 43 empirical studies to assess the model's construct validity. The findings indicated that while the model demonstrates adequate convergent validity, there are concerns regarding discriminant validity among certain roles.

Psychometric Properties: The Belbin Team Role Self-Perception Inventory (BTRSPI) has been evaluated for its psychometric properties. While some studies support its reliability and validity, others suggest limitations, particularly concerning the overlap between certain roles.

VALIDITY OF BELBIN'S TEAM ROLE MODEL

The balanced team performance hypothesis:

Empirical Support for the Balanced Team Hypothesis

1. Prichard & Stanton (1999) conducted an experiment with six “Shaper-only” teams versus six balanced teams (Coordinator, Plant, Completer, Teamworker). Findings showed that mixed teams outperformed the homogeneous groups

2. A study on mental health teams (2023) found that teams lacking role diversity or duplicating roles were less effective, supporting the idea that balance predicts effectiveness

Reference: Belbin’s Team Role Balance and Team Effectiveness in Community Mental Health Teams in an Area of Northwest Ireland: Implications

for Leadership, 2023

Reference: Testing Belbin’s team role theory of effective groups, 1999

VALIDITY OF BELBIN'S TEAM ROLE MODEL

The balanced team performance hypothesis:

Empirical Support for the Balanced Team Hypothesis

1. Prichard & Stanton (1999) conducted an experiment with six “Shaper-only” teams versus six balanced teams (Coordinator, Plant, Completer, Teamworker). Findings showed that mixed teams outperformed the homogeneous groups

2. A study on mental health teams (2023) found that teams lacking role diversity or duplicating roles were less effective, supporting the idea that balance predicts effectiveness

Reference: Belbin’s Team Role Balance and Team Effectiveness in Community Mental Health Teams in an Area of Northwest Ireland: Implications

for Leadership, 2023

Reference: Testing Belbin’s team role theory of effective groups, 1999

BELBIN TEAM ROLES

Reflect on the roles that you have chosen yesterday

- Any reflection of your roles?

- Any new discovery of your strengths or others’ strengths

- Based on your experiences, any reflection on Belbin Team Roles?

SELF REFLECTIONS Reflecting on everything we have been through on Block 3 - spend some time reflecting on what the content has brought up for you personally

Write a brief reflective journal entry using one of the reflective model (e.g. Cue questions, Appreciate Inquiry etc.)