|WINWICK HOSPITAL WARRINGTON|
Editorial CommentWe regret our inability to publish last week - pressures of ale and turkey were partly responsible. We have tried in this issue to have a more orderly presentation of material which can never be a bad thing. If you have any comment or suggestions in this area please let us know. Our 'rules' remain the same - Deadline 12.30 Monday in the Library. All articles and letters must be signed, although you may ask for your name to be withheld. Bits and pieces may be phoned to the Library 224. Finally - thanks for your support during 1972, Keep the contributions coming and we'll do even better this year.
ORGANISATIONAL DEVELOPMENTIn America the study of social organisation in various systems has led to the development of a new specialty - the field of organisational development. Of obvious relevance to the hospital service, organisational development is based on the idea that if systems have problems which manifest themselves in symptoms, such as depression, lack of motivation, or poor morale among the staff, then the cause or causes must be sought, leading to active planning, problem solving, and evaluation of the outcome. To undertake such a system evaluation requires a new type of specialist, sometimes referred to as a process consultant. His task is to help the client to perceive, understand, and act upon process events which occur in the client's environment. To clarify this role of process consultant effectively needs a fairly extensive exposure to group methods and the systems approach associated with the areas of communications, decision-making, and learning theory. To give an example of the work of a process consultant, if he was invited to consult with, for example, a community mental health centre, he might find it appropriate to suggest a one-day meeting with the entire staff - usually about 20 professionals representing the various mental health disciplines. In many instances the leaders have a vague idea that things could be better, or there may be identifiable symptoms, but the consultant avoids having any preconceptions. The role of the consultant is to help the system to help itself. By involvement (even temporarily) with the system he helps the participants to diagnose the problem or problems. They must arrive at this point for themselves and be participants in the problem-solving process. A consultant operating on the medical model and telling the system his diagnosis would miss one essential learning component, that of involvement. Basically the consultant tries to be a facilitator of the group learning process but not the initiator or leader. A problem-solving interaction with the group would involve a felt need, vaguely experienced as feelings cf frustration and tension. The consultant (facilitator) will then help the group to identify specific incidents which arouse feelings and help the group to analyse these incidents with a view to formulating a problem area. The aim should be to reach a consensus in which every team member identifies himself with a plan of action and feels some responsibility for its outcome. Usually, consensus on some major issues affecting the whole staff can be reached only after prolonged interaction within the group and may be enormously time-consuming. Each team must decide for itself where its priorities lie, and if time spent on reachin consensus is seen by the team as time wasted, then this approach to decision-making may well die, and be replaced by a more 'efficient' - and more authoritarian - method. Awareness of group dynamics and 'process' is an essential aspect of training in social learning. In this context, 'learning' implies a self awareness, and willingness to listen to criticism about one's personality and performance, which modifies one's self image, as well as one's attitudes and beliefs. Such a process of change if eventually applied to the classroom might help people to learn about 'learning' from elementary school (and home environment) onwards. In this context, learning can be equated with the concept of growth or social maturation. In such a brave new world, how much of what we now call psychiatry, would really be necessary?
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Staff information Bulletin No. 2
The main points of the second bulletin published in December are:
|Welcome to -|
|P/N Susan Hayes||N/A Joan Hatton|
|S/N Magdalene Dickinson||P/N Jeffrey Donoghue|
|N/A Joyce Pucill||P/N Ann McCully|
|N/A Margaret Maher||N/A Yvonne Braithwaite|
|P/N Bernard Hall|
|Farewell to -|
|N/A F. Taylor||N/A B. Hoban|
|DWS B. Bradbury||T.S.E.N. E. Webster|
|S.E.N. J. Clarke|