Relational Coordination

Abstract

Relational coordination is a theory of coordination that makes visible the relational process underlying the technical process, arguing that coordination is not only the management of interdependence between tasks but also the management of interdependence between the people who perform those tasks. First, relational coordination theory starts by conceptualizing coordination as occurring through a network of relational and communication ties among participants in a work process, where a work process is a set of interdependent tasks that transforms inputs into outcomes of value to the organization. Second, this theory identifies three distinctive dimensions of relationships – shared goals, shared knowledge, and mutual respect – that together are argued to underlie the effective coordination of work. Third, these dimensions are conceived as existing between work roles rather than between individual participants. Fourth, the theory explains how relational forms of coordination influence quality and efficiency outcomes, and how this influence is weaker or stronger depending on the nature of the work. Fifth and finally, the theory explains how formal organizational structures can be designed to support relational forms of coordination, rather than suggesting that formal structures are necessarily substitutes or impediments to relational coordination.

Communication and patient safety in gynecology and obstetrics - study protocol of an intervention study

“…In addition, the model of relational coordination (communication between healthcare providers) and relational coproduction (communication between healthcare provider and patient, [33] ) is defined as ‘a mutually reinforcing process of communicating and relating for the purpose of task integration’ ([34], p. 301). It combines the technical dimensions of communication (frequent, timely, accurate, and problem-solving) with interpersonal communication goals (shared goals, shared knowledge, and mutual respect [35]).…”

“…While the models described above [33, 36] provide theoretical frameworks describing communication, they do not explain how effective communication behaviors can be implemented into daily practice. For instance, the inconsistency between knowledge about pain management and actual pain management described above begs the question why mothers are not treated more adequately if professionals know about the relationship between pain and patient satisfaction.…”

Beyond Risk-Taking

“…Because psychological safety facilitates attention, compassion, and concern for others in teams (Kahn, 2007a), it promotes close relationships among team members (Smith & Berg, 1987). Positive relationships are associated with a range of positive interpersonal outcomes, such as spontaneous interpersonal coordination (Gittell, 2003) and positive social exchange (Kahn, 1990), suggesting that psychological safety is conducive to prosocial behavior through the positive interpersonal dynamics it engenders.…”

Interprofessional Education and Practice Guide No. 6: Developing practice-based interprofessional learning using a short placement model

“…Indeed this has been emphasised by interprofessional leaders, who discuss the cogent role of learning based on actual real life situations, so that students see the complexity and understand the responsibility of different professional team members (Barr, 2002;D'Eon, 2005). In practice students observe professional social interactions which may be conversations in corridors and common staff spaces demonstrating the importance of positive professional relationships (Gittell, 2000;Bleakley, 2013;Gregory, Hopwood & Boud, 2014). Despite these benefits, many educators report that establishing practice-based IPE can be challenging, labour intensive in the development phase and difficult to sustain, often because of rapid staff turnover and lack of time and resources (Morison & Jenkins, 2007;Jackson & Bluteau, 2007;Furness, Armitage & Pitt, 2012).…”