Barrier to Team Collaboration

Common Barriers to Team Collaboration
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Common Barriers to Team Collaboration
One Barrier to Team Collaboration
One barrier that has a significant influence on a team approach to curriculum development is the conflicting views. During the curriculum development, team members present several different ideas0, views, and opinions about learning and teaching processes. These conflicts can be a source of anxiety and frustration, and inflict a challenge for team members to settle in making curriculum decisions and execute the curriculum consistently (Chiang, Chapman & Elder, 2011). The different opinions, goals, needs, values, and interests of each member pose an endless debate, and no one wants to be convinced of the feasibility of another’s ideas. Nevertheless, disagreement and conflict are sources of opportunities for dynamic group learning and new ideas.
Strategies for Overcoming the Barrier
One strategy of overcoming the barrier of conflicting views in teams is the partnership agreements. The different interest, opinions, values, and goals of each team members, which lead to endless debates and conflicts, can be resolved by this strategy through sharing goals, communicating concerns and angst, creating agreements, and negotiating contracts (Heinrich, 2011). For instance, sharing wishes or goals can enable team members to come to a collaborative conclusion on the best way of approaching the curriculum development. Again, when the members express their troubles and angst in the team, they can find a way of establishing a balance and eliminating these disturbances to enhance collaboration and effective curriculum development (Heinrich, 2011).

Further, another strategy of overcoming the conflicting views is through schedule coordination. Schedule coordination involves communication among team members to enhance a faster decision-making process. Schedule coordination can assist nurses in understanding the overall goals and vision of the curriculum development to work together towards such targets. Such communication and meetings can enhance collaboration as nurses are made to understand the need to set aside their differences and work towards a common goal (Margalit et al., 2009).

References
Chiang, C. K., Chapman, H., & Elder, R. (2011). Overcoming challenges to collaboration: Nurse educators’ experiences in curriculum change. Journal of Nursing Education, 50(1), 27-33.
Heinrich, K. T. (2011). Take the civility challenge: How partnership practices can turn toxic workplaces terrific. Nurse Educator, 36(5), 224-227.
Margalit, R., Thompson, S., Visovsky, C., Geske, J., Collier, D., Birk, T., & Paulman, P. (2009). From professional silos to interprofessional education: Campuswide focus on quality of care. Quality Management in Healthcare, 18(3), 165-173.