Frontline Workers
Help Video
How to Find UBT Basics on the LMP Website
LMP Website Overview
How to Find How-To Guides
This short animated video explains how to find and use our powerful how-to guides
How to Find and Use Team-Tested Practices
Does your team want to improve service? Or clinical quality? If you don't know where to start, check out the team-tested practices on the LMP website. This short video shows you how.
How to Use the Search Function on the LMP Website
Having trouble using the search function? Check out this short video to help you search like a pro!
How to Find the Tools on the LMP Website
Need to find a checklist, template or puzzle? Don't know where to start? Check out this short video to find the tools you need on the LMP website with just a few clicks.
Goals and Performance Level 3 or 4
Goals and Performance Level 1 or 2
Team Member Engagement Level 3, 4 or 5
Team Member Engagement Level 1 or 2
Goals and Performance
UBTs use the Value Compass, which puts the member at the center of every decision, to focus the team’s performance improvement projects on achieving the highest quality, the best service, the most affordable care and the best place to work. UBT goals and improvement work should also be aligned with the priorities of the facility and region where the team is located.
Use of Tools
To identify change they want to make in their departments and test them to see if they work, unit-based teams use tools such as the Rapid Improvement Model (also known as RIM+), process mapping and waste walks. Using these performance improvement tools has allowed UBTs throughout Kaiser Permanente to improve service, quality, affordability and the work environment. UBT Tracker is an online tool teams use to track their projects and tests of change.
Team Process Level 5
Team Member Engagement
When UBT members are actively involved with their team, they speak up with their best ideas about how to improve the department. They take advantage of partnership processes like consensus decision-making and interest-based problem solving to make the department a great place to work. They look at how the department is doing on key metrics—like those around service and quality—and use that information to come up with ideas for improvement.
Connecting the Dots With Popular Education
Deck: LMP course brings business, economic issues to life
Deck:
LMP course brings business, economic issues to life
Story body part 1:
Receptionist Sam Eckstein encourages his co-workers at the Woodland Hills Medical Center lab not only to meet—but to exceed—patient expectations of excellent service. To back up his coaching, he’s using the knowledge he gained in a new LMP course on business and economic literacy.
During the course, Eckstein and about a dozen other workers and managers learned about the rising cost of health insurance in the United States and the trend toward businesses’ shifting more health care costs to employees.
Because patients are paying more, “Their expectations are higher,” says Eckstein, a member of SEIU UHW. “When patients come in without an order [for a lab procedure], we can’t just send them home,” and inconvenience them by making them come back another day, he says. “We have to help meet their needs.”
Eckstein took part in a pilot project to test the Labor Management Partnership’s new approach using popular education techniques to ensure frontline employees and managers have the context and know-how they need to continue improving team performance and keep Kaiser Permanente affordable.
What’s different about popular education?
Popular education turns the old-fashioned schoolroom model of teaching and learning on its head. It is ideally suited to the Labor Management Partnership, which is built on the belief that all employees, managers and physicians bring their expertise and experience to bear on improving service and care at KP. No longer is the teacher or trainer the sole expert in the classroom, there to fill students’ minds with information they passively receive, memorize and repeat.
Instead, popular education taps into participants’ experiences in their communities and workplaces and uses them to generate dialogue. It explores the social and economic context of students’ lives and asks probing questions: What are people happy about? Worried about? Fearful about? Hopeful about? Students are encouraged to analyze that information—and to take action.
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