BSBTWK502 - Assignment Essays

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This document is Dispute Resolution Policy and

Procedures

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of BSBWRK510.

Policy and Procedures </td> </tr> </tbody> </table> Purpose Scope Policy principles Responsibilities Procedures J+S Learningwork 2017 2 © 2021 RTO Works image1 <td> Case Study – WORLDUCATION </td> Worlducation is a social startup that manufactures tablet computers for primary school students. They not only focus on the hardware, but they also have a competitive team creating software, content and activities to better engage and educate the students. Worlducation aims to change the way children learn at school by implementing artificial intelligence technology that can follow up on each child’s progress and adjust to their needs as they learn, creating the optimal path learning experience. So far, Worlducation only sells their tablet computers business to business (B2B) as they realised that their content and hardware proved most effective when a whole classroom was using it, and a teacher was coordinating the activities. Also, this helped the sales team focus on larger sales, and minimised the potential number of problems that could arise from individual customers. However, the long-term plan is to also tackle a business to consumer strategy (B2C). What makes Worlducation completely different from their competition is that they envision a world in which every child learns how to read and write – a world without illiteracy. Given this vision, for every classroom that buys their products, they donate and train a classroom somewhere around the world that can’t afford the same technology. Furthermore, they connect the two classrooms (those who bought the products and services and those who received the donation) so that they can grow together and collaborate throughout their learning cycle. Worlducation was founded in 2016, and by the end of 2019 they had sold over 35,000 tablets to over 550 schools in 23 countries, generating revenue in hardware sales and software subscriptions. Worlducation headquarters are in Sydney’s CBD but they have a development team in Bulgaria, a manufacturing team in Hong Kong, and operation and marketing staff in Colombia, Egypt, Iceland, Russia and the Philippines. Worlducation started 2020 with a huge sale to a school in Portugal. Although it was a great start, the context for the rest of the quarter was highly uncertain due to COVID-19. Surprisingly the pandemic brought hundreds of new leads and that led to an unprecedented growth that brought alongside dozens of operation and production problems. The factory in Hong Kong closed down for 1 month due to government restrictions limiting supply, the sales team was overwhelmed with sale meetings over ZOOM, the tech-support team had to re-adapt the software to remote learning for many of the schools, and the founders had to start thinking on how education was going to change after this worldwide event. <table> <tbody> <tr> <td> <td> </td> </td> <td> Strategic and Operational Plan 2020 – 2022 </td> </tr> </tbody> </table> Welcome Welcome to the Strategic and Operational Plan for Worlducation. This document sets out our vision for the next two years and how we hope to achieve it. We hope you enjoy reading this document. Lucas Lopez CEO Worlducation Executive Summary Founded in 2016, Worlducation is a social startup that manufactures tablet computers for primary school students. Our focus is not only on the hardware, but also creating software, content and activities to better engage and educate primary school students. Worlducation aims to change the way children learn at school by implementing artificial intelligence technology that can follow up on each child’s progress and adjust to their needs as they learn, creating the optimal path learning experience. Worlducation envisions a world in which every child learns how to read and write – a world without illiteracy. This is why, for each classroom that buys our product, we donate and train a classroom somewhere around the world that can’t afford the same technology. We then connect the classrooms together so that they can grow and collaborate throughout their learning cycle. Vision Statement To see a world without illiteracy. Mission Statement To be the change and facilitate a world without illiteracy by changing the way children learn at school and the number of schools that have access to technology. Our values are: Core values underpinning our activities are: Ethical principles Innovation Collaboration. Strategic Priorities To be well led, high performing, profitable and accountable. Ensure that all financial operations, performance indicators and results support the strategic policies Identify new and expand existing sources of revenue and ways to help more classrooms in need Achieve profits of at least 10% per annum. Increase our reach Increase range of products and services offered to reach a larger target market Increase sales to increase donations to needy classrooms. Continue building deeper customer relationships Customer-centred practice, with a focus on meeting their total needs for high-quality technology Strengthen the skills of our people, to better support customers Have an effective help desk function in order to meet customer needs Strengthen the effectiveness of internal customers through provision of effective systems within each team Drive innovation to better meet customer demands. Attract, engage and develop the best staff Continuing the drive to a customer centred, high performance workforce and culture Strengthening the skills of our people, to better support customer needs Empowering innovation and responsiveness to change Continuing to enhance the diversity of our workforce Exploring the use of technology in human resources. Our organisation structure Senior Management consisting of the CEO and General Manager heads up the overall organisation. The company consists of key teams as follows: Sales Team consisting of the Sales Manager and 3 x Sales Representative s Operations Team consisting of the Operations Manager , Administration Officer and Accounts Officer . IT Team consisting of the IT Manager , IT Support Officer and Help Desk Officer . Each team develops its own performance plan each year for the upcoming 12 months. Each team is expected to: Set its overall objectives to align with its key function and our strategic directions. Define overall responsibilities according to the function within the company. Set outcomes. The Market The technology market is a growing and ever-changing industry due to the rapid rate that technology is being updated. Emerging technologies include artificial intelligence and the Internet of Things (IOT). There is an increasing focus on cyber security. Due to the global pandemic, the issues with the manufacturing industry have impacted on the supply of hardware components. The trend for consumer spending during the pandemic has taken a downturn but this has not affected the ICT industry as due to more people working from home, consumer appetite for tablets has increased. Situation Analysis Strengths Weaknesses Value and quality Strong management Customer loyalty Friendly organisational culture Level of available finance for investment Brand name not developed as well it could be Growing organisation Opportunities Threats Schools needing to upgrade technology Opportunities to offer a range of services Opportunities for synergies across all services and products High level of competition Economic downturn meaning less spent generally Failing to satisfy clients demands Marketing Strategies Our marketing strategies aim to: Build our brand Generate leads now Convert those leads quickly Have every part of the business supporting each other We plan to develop our market share by: Improving our marketing and advertising Continually improving the quality of service given to clients Maintaining effective communication channels with all stakeholders to ascertain industry requirements and then develop products and manage services accordingly Continually improving communication channels with all our stakeholders, ensuring a flow of timely and accurate information to facilitate effective planning and decision making Targeting identified growth markets with planned, market appropriate campaigns employing a variety of promotional strategies and advertising mediums Offering attractive fee structures to our clients Continually improving the skills, knowledge and effectiveness of our team through our commitment to training and development Regularly reviewing the effectiveness of all our operations and making improvements when and where necessary Collaboration As a company we focus on collaboration both within and outside of the company. Currently our external partners are: Lion Marketing – our marketing agency IT Biz Solutions – Internet Service Provider and web hosting. Oz Aid – informs of us education projects in need. Key projects The following key projects will commence in 2021: Due to global economic conditions, a wait and watch attitude is being adopted while we brainstorm and provide cost estimates for future business models. Options include establishing a second manufacturing facility (estimated cost $5 million), outsourcing manufacturing to a third party (lost margin of $200 per unit sold or $2 million per year assuming 10 000 units are sold), developing a cloud based solution where customers can access the software remotely on their own devices (estimated cost of $2 million), purchasing off the shelf tablets (lost margin of $300 per unit sold or $3 million per year) or repurposing used tablets ($100 per unit sold or $1 million). Operational Plan (focus on 2021) As an introduction to the Operational Plan, it is important to understand the following information. Worldcation has a complex supply chain that begins when a sale is made usually via a sales representative or through an online enquiry that is handled by the sales team. Sales are recorded in an internal Enterprise Resource Planning System (ERP System) which notifies the operations team that an order needs to be delivered. The operations team verify the sales order and authorise the delivery of a manufacturing request to the factory in Hong Kong. Manufacturing team in Hong Kong notes the order specifications and delivery details and incorporates this within its production schedule. The order is manufactured and the operations team arrange freight and shipping directly to the customer. Since COVID-19 and the closure of the factory due to government restrictions, of the 2000 tablets due to be shipped by April 20, only 500 were completed on schedule. In the past, senior executives have met to brainstorm and provide cost estimates for future business models. Options included establishing a second manufacturing facility (estimated cost $5 million), outsourcing manufacturing to a third party (lost margin of $200 per unit sold or $2 million per year assuming 10 000 units are sold), developing a cloud based solution where customers can access the software remotely on their own devices (estimated cost of $2 million), purchasing off the shelf tablets (lost margin of $300 per unit sold or $3 million per year) or repurposing used tablets ($100 per unit sold or $1 million). Our people Our people skills are as follows: CEO: Lucas Lopez Established the company. Social entrepreneur with experience in establishing a number of companies. Spent 10 years working a volunteer in Africa. General Manager: Irene Green Former high school principal with a strong social conscience. Member of 2 NGO Board. Sales Manager: Jade Somers Strong sales history having worked in sales roles for the last 15 years. Loves to inspire the sales team to do their best. Always interested in learning and improving skills. Goal for this year is to increase the sales team. Sales Representative: Jay Santos Has been with the company for six months. Jay speaks several languages which assists with communicating with customers in a range of companies. Sales Representative: Jane Stone New to sales but loves learning. Wants to do more sales training to make sure she can used tried and tested sales methods. Sales Representative: Jala Singh Has been in sales for 10 years, also within the ICT industry. Loves talking to people and has shown himself to be an engaging public speaker at various staff events. Could move more into this promotional/public relations role. IT Manager: Hal Hyland Joined the company recently. Has been in the IT industry for 10 years. Interested in cloud technology. Currently studying a Masters of IT part-time. IT Support Officer: Helen Hunt Strong experience in IT support for the last 5 years. Good with customers and solving problems. Currently studying a Bachelor of IT part-time. Interested in cloud technology and the power of technology to host virtual events. Help Desk Officer: Hayley Hill Recently joined the company. Has an IT background, as well as customer service background. Always puts the customer first. Somewhat frustrated by the rather inefficient systems in place for help desk support. Operations Manager: Albert Biden Highly efficient in organising and scheduling. His background in as a high level public servant. Accounts Officer: Alicia De Souza Alicia is a trainee also studying accounts administration. She is an excellent team player and already bringing insights to the role. Administration Officer: Alan Ibrahim Highly efficient in organising and scheduling. Has a good eye for systems and procedures. A great team player. Studying for a Diploma of Business Administration in his spare time. Staff Code of Conduct Purpose This code aims to guide the conduct of staff in the performance of their duties as an employee of Worlducation. It is intended to provide practical assistance for staff faced with ethical challenges. Overview All staff of Worlducation are expected to perform the duties associated with their position skilfully, impartially and diligently in order to contribute to the efficient and economic achievement of Worlducation’s strategic goals. Staff should be guided in their conduct by the principles established by this code. If there is any doubt as to the applicability of the code, or the appropriate course of action to be taken in certain circumstances, the matter should be discussed with a senior member of staff. Code Ethical principles The fundamental ethical principles on which this code of conduct is based are: respect for others integrity diligence economy and efficiency. Respect for others All staff are expected to treat others, including other staff and customers, with fairness and respect. This involves: courtesy and responsiveness in dealing with others being sensitive to and respecting the rights and dignity of others making reasonable, fair and consistent decisions avoiding behaviour which might reasonably be perceived as harassment, victimization or intimidation avoiding discrimination on grounds such as age, race, sex, pregnancy, sexuality, ethnic background, nationality, disability, political conviction, religious belief, or other grounds covered by relevant legislation allowing alternative points of view to be expressed and reasonably debated. Integrity All Worlducation staff have an obligation as a citizen and as an employee to observe the laws of the State and the Commonwealth. Staff are required to be familiar with, and comply with, all relevant Worlducation policies, procedures and codes of practices of the organisation. Conflicts of interest Staff should be honest in performing their role and avoid conflicts between their private interests and those of their responsibilities to Worlducation. Conflicts of interest may arise when a staff member is in a situation where personal circumstances are affected by the decisions or duties carried out in their role. A conflict may arise when any of the following are involved: financial interests personal or sexual relationships personal beliefs outside employment political participation use of confidential information use of facilities, equipment and resources acceptance of gifts or benefits. All staff must act responsibly and report any actual or perceived conflicts of interest that arise as part of their role. If there is any question as to whether a conflict exists, staff must discuss the circumstances with management to determine whether a conflict exists. Appropriate strategies will be developed to manage any reported or perceived conflicts of interest. Diligence 5Staff are expected to carry out their duties in a professional, ethical and diligent manner at all times. This means staff must: make decisions fairly, impartially and without bias, using the best factual information available keep records and documentation to support their decisions always aim to achieve the highest possible standard of performance continuously develop their knowledge in their professional fields and areas of responsibility. Trainers and assessors must continue developing their vocational competencies to support continuous improvements in the delivery of the services provided by Worlducation exercise best judgment in the interests of Worlducation maintain adequate documentation to support decisions made ensure outside interests do not interfere with their ability to meet the responsibilities of their role adhere to professional codes of conduct and standards of ethics act responsibly when becoming aware of any unethical behaviour or wrong doing by any other person. This may involve a report to a senior member of staff or to external authorities. Economy and efficiency Staff should use Worlducation resources, facilities and intellectual property only for legitimate purposes related to their role with Worlducation. Staff should avoid waste or minimize it where avoidance is not possible. Staff should maintain sufficient security and protection of Worlducation property, facilities, resources and intellectual property. CEO Lucas Lopez Sales Manager Jade Somers IT Manager Hal Hyland Operations Manager Albert Biden General Manager Irene Green Sales Representative Jay Santos Sales Representative Jane Stone Sales Representive Jala Singh IT Support Officer Helen Hunt Help Desk Officer Hayley Hill Accounts Officer Alicia De Souza Administration Officer Alan Ibrahim © 2021 RTO Works 1 image1 RTO No: 9 1223 Student Project Portfolio BSBTWK502 Manage team effectiveness <table> <tbody> <tr> <td> </td> <td> Contents </td> </tr> </tbody> </table> Section 1: Establish a team performance plan 6 Section 2: Develop and facilitate team cohesion 9 Section 3: Liaise with stakeholders 11 Strathfield College RTO: 91223 CRICOS Provider Code: 02736K BSBTWK502 Manage team effectiveness 2 Student name: Assessor: Date: Business this assessment is based on: Team this assessment is based on: Documentation reviewed as preparation: Section 1: Establish a team performance plan Team Name: What will your role in the team be and who are your team members? State their roles in the team and provide a short description. Provide an overview of the purpose of the team in line with organisational objectives. What is the team seeking to accomplish? Team manager responsibilities What is the role of a manager or team leader? Team tasks What are the main tasks and activities the team needs to do? What input was received from the stakeholder/s? What input was received from your team member? Team member tasks and KPI’s How did you decide which task to assign to each team member? What are the timelines for completing each task? Setting KPI’s Outline the key performance indicators for each task. Supporting the members of a team to achieve expected performance outcomes Attach: Link to business website About page or corporate brochure that summarises what the business does OR Simulation Pack if using case study Team Performance Plan Slides, visual aids or video clips ☐ ☐ ☐ Section 2: Develop and facilitate team cohesion Complete this section after the meeting. Policies and procedures How did you develop/ modify the Internet Use Policy? Develop team cohesion What were the communication skills you applied when giving feedback? What are the issues, concerns, problems highlighted? How did you help team members identify issues? How did you apply your problem-solving skills? How did you encouraging team members to take responsibility for team activities? Facilitate teamwork How did you adapt your personal communication style to build positive working relationships? Model desired behaviour and practices Promote collaboration Encourage and foster shared understanding of purpose, roles and responsibilities Complete this section after the brainstorming session. Develop a process for addressing concerns. What were your ideas? Outline the process you developed What brainstorming and group leadership techniques did you use? Attach: Internet Usage Policy and procedures ☐ Section 3: Liaise with stakeholders Communicating with line management You can use this space to plan your ideas if you like but you must include the emails as attachments Create your email to your line manager. Include: What were the issues? What solutions are you proposing? Create an email to your team. Include: What was the decision line management informed you of? When will this change occur? How will it affect the team? Attach to your portfolio. Liaising with stakeholders How can a manager establish open communication processes with stakeholders? What unresolved issues, concerns and problems needs to be communicated to stakeholders? Applying feedback What feedback did you receive from the stakeholders? How did you address their concerns? Attach: Presentation slides ☐ Email to line manager ☐ Email to team ☐ image3 image4.svg image1 image2 RTO No: 91223 Assessment Task 1 B S BTWK502 Manage team effectiveness Assessment Task 1 Cover Sheet Student Declaration To be filled out and submitted with assessment responses I declare that this task is all my own work and I have not cheated or plagiarised the work or colluded with any other student(s). I understand that if I am found to have plagiarised, cheated or colluded, action will be taken against me according to the process explained to me. I have correctly referenced all resources and reference texts throughout these assessment tasks. <table> <tbody> <tr> <td> Student name </td> <td> <td> <td> <td> <td> <td> <td> <td> <td> </td> </td> </td> </td> </td> </td> </td> </td> </td> </tr> <tr> <td> Student ID number </td> </tr> <tbody> <tr> <tr> <td> <td> Student signature </td> </td> </tr> </tr> <tr> <tr> <tr> <td> <td> <td> Date </td> </td> </td> </tr> </tr> </tr> </tbody> </tbody> </table> Assessor declaration I hereby certify that this student has been assessed by me and that the assessment has been carried out according to the required assessment procedures. <table> <tbody> <tr> <td> Assessor name </td> </tr> <tr> <td> Assessor signature </td> </tr> Date <tr> <td> Assessment outcome </td> <td> S </td> <td> NS </td> <td> DNS </td> <td> Resubmission Y N </td> </tr> </tbody> </table> Feedback Student result response My performance in this assessment task has been discussed and explained to me. I would like to appeal this assessment decision. <table> Student signature Date </table> A copy of this page must be supplied to the office and kept in the student’s file with the evidence. <table> <tbody> <tr> <td> </td> <td> Assessment Task 1: Knowledge questions </td> </tr> </tbody> </table> Information for students Knowledge questions are designed to help you demonstrate the knowledge which you have acquired during the learning phase of this unit. Ensure that you: · review the advice to students regarding answering knowledge questions in the Business Works Student User Guide · comply with the due date for assessment which your assessor will provide · adhere with your RTO’s submission guidelines · answer all questions completely and correctly · submit work which is original and, where necessary, properly referenced · submit a completed cover sheet with your work avoid sharing your answers with other students. i Assessment information Information about how you should complete this assessment can be found in Appendix A of the Business Works Student User Guide. Refer to the appendix for information on: · where this task should be completed · the maximum time allowed for completing this assessment task · whether or not this task is open-book. Note: You must complete and submit an assessment cover sheet with your work. A template is provided in Appendix C of the Student User Guide. However, if your RTO has provided you with an assessment cover sheet, please ensure that you use that. Questions Provide answers to all of the questions below: Outline two benefits of good group dynamics on a team’s performance. Provide examples of three causes of poor group dynamics. Explain why a team would need a team performance plan. Complete the table below to show how a performance plan can help overcome the following scenarios: The team is needs to complete a project by a certain deadline. The team members do not understand the reason for undertaking the project or their own involvement in it. The team members are a diverse group and have many different outcomes in mind. They are struggling to organise themselves as a team. Provide at least two examples of formal and informal communications in the workplace, by completing the table below: Formal Informal In light of the Covid-19 pandemic and employees working from remote locations, provide examples of two tools or techniques for creating collaboration between team members. Team leaders need to develop strategies to ensure that their team members have input into planning, decision making and operational aspects of work. Describe at least three strategies that can be used to accomplish this. Explain how to give constructive feedback to a team member. Explain what is meant by reaching consensus in a team. Describe two strategies for reaching consensus in a team. Outline two ways that issues can be identified by team members. Describe three strategies a team leader can use to help resolve conflict in a team. Assessment Task 1: Checklist Student’s name: Did the student provide a sufficient and clear answer that addresses the suggested answer for the following? Completed successfully? Comments Yes No Question 1 Question 2 Question 3 Question 4 Question 5 Question 6 Question 7 Question 8 Question 9 Question 10 Question 11 Question 12 Task outcome: Satisfactory Not satisfactory Assessor signature: Assessor name: Date: Strathfield College RTO: 91223 CRICOS Provider Code: 02736K BSBTWK502 Manage team effectiveness 6 image1 image2 BSBTWK502 Manage team effectiveness Assessment Mapping © 2021 RTO Works Page 1 BSBTWK502 Manage team effectiveness Application This unit describes the skills and knowledge required to lead teams in the workplace and to actively engage with the management of the organisation. The unit applies to individuals working at a managerial level who lead and build a positive culture within their work teams. At this level, work will normally be carried out using complex and diverse methods and procedures requiring the exercise of considerable discretion and judgement. It will also involve using a range of problem solving and decision-making strategies. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication. Elements and Performance Criteria Element Performance criteria Assessed in 1 Establish team performance plan 1.1 Identify team purpose, roles, and responsibilities according to organisational and task objectives AT2.2 Portfolio Section 1 1.2 Develop performance plans with expected outcomes, key performance indicators (KPIs) and goals for work team AT2.3,4 Portfolio Section 1 1.3 Support team members in meeting expected performance outcomes AT2.5,6 Portfolio Section 1 2 Develop and facilitate team cohesion 2.1 Develop strategies for facilitating team member input into planning, decision making and operational aspects of team tasks AT2.3,5 Portfolio Section 2 2.2 Develop or modify policies and procedures for promoting team member accountability for personal work and team tasks AT2.6 Portfolio Section 2 2.3 Provide feedback to team members on team effort and contributions AT2.7 Portfolio Section 2 2.4 Develop processes for identifying and addressing issues, concerns and problems identified by team members AT2.7 Portfolio Section 2 3 Facilitate teamwork 3.1 Encourage team members to participate in and to take responsibility for team activities AT2.5,7 Portfolio Section 2 3.2 Support the team in identifying and resolving work performance problems AT2.5,6,7 Portfolio Section 2 3.3 Promote work team collaboration through individual behaviour AT2.7 Portfolio Section 2 BSBTWK502 Manage team effectiveness Assessment Mapping © 2021 RTO Works Page 2 Element Performance criteria Assessed in 4 Liaise with stakeholders 4.1 Establish and maintain open communication processes with relevant stakeholders AT2.9 Portfolio Section 2 4.2 Communicate information from line management to the team AT2.8 Portfolio Section 2 4.3 Communicate and follow-up unresolved issues, concerns and problems raised by team members with line management AT2.8 Portfolio Section 2 4.4 Address unresolved issues, concerns and problems raised by stakeholders AT2.9 Portfolio Section 2 Foundation skills This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance. Skills Description Assessed in Reading • Analyses and interprets textual information from the organisation’s policies, goals and objectives to establish team goals or to determine corrective action AT1, AT2 Writing • Prepares workplace documentation that communicates complex information clearly and effectively AT2 Oral communication • Engages in discussions or provides information using appropriate vocabulary and non-verbal features AT2 • Uses listening and questioning techniques to confirm understanding and to engage the audience AT2 Enterprise and initiative • Identifies how own role contributes to broader organisational goals AT1, AT2 • Modifies or develops policies and procedures to achieve organisational goals AT2 Teamwork • Selects and uses appropriate conventions and protocols when communicating with diverse stakeholders AT2 BSBTWK502 Manage team effectiveness Assessment Mapping © 2021 RTO Works Page 3 Skills Description Assessed in • Uses interpersonal skills to gain trust and confidence of team and provides feedback to others in forms that can be understood and used AT2 • Adapts personal communication style to build positive working relationships and to show respect for the opinions, values and particular needs of others AT1, AT2 Planning and organising • Develops, implements and monitors plans and processes to ensure team effectiveness AT1, AT2 • Monitors and actively supports processes and development activities to ensure the team is focused on work outcomes AT2 • Plans for unexpected outcomes and implements creative responses to overcome challenges AT2 Performance evidence The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to: Assessed in • manage the effectiveness of at least one work team. AT2.3,5,6,7,8,9 In the course of the above, the candidate must: • provide feedback to encourage, value and reward others AT2.3,5,7 • model desired behaviour and practices AT2.3,5,7,8,9 • encourage and foster shared understanding of purpose, roles and responsibilities AT2.3,5,6,7 • support team to meet expected performance outcomes including providing formal and informal learning opportunities as needed AT2.3,5,7,8 • develop performance plans with key performance indicators (KPIs), outputs and goals for individuals or the team which incorporate input from stakeholders AT2.2,3,4 • communicate effectively with a range of stakeholders about team performance plans and team performance AT2.3,5,7,8,9 BSBTWK502 Manage team effectiveness Assessment Mapping © 2021 RTO Works Page 4 The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to: Assessed in • evaluate and take necessary corrective action regarding unresolved issues, concerns and problems raised by internal or external stakeholders. AT2.6,8,9 Note: If a specific volume or frequency is not stated, then evidence must be provided at least once. Knowledge evidence The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of: Assessed in • impacts of group dynamics on team performance AT1.1,2 • methods of establishing team activities including communication processes AT1.3,4 • strategies that can support team cohesion, participation and performance AT1.5,6,7,8 • strategies for gaining consensus AT1.9,10 • issue resolution strategies. AT1.11,12 Assessment conditions Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry. This includes access to: Assessed in • workplace documents relevant to team task objectives. AT2 Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards. RTO No: 91223 Assessment Task 2 B S BTWK502 Manage team effectiveness Assessment Task 2 Cover Sheet Student Declaration To be filled out and submitted with assessment responses I declare that this task is all my own work and I have not cheated or plagiarised the work or colluded with any other student(s). I understand that if I am found to have plagiarised, cheated or colluded, action will be taken against me according to the process explained to me. I have correctly referenced all resources and reference texts throughout these assessment tasks. <table> <tbody> <tr> <td> Student name </td> <td> <td> <td> <td> <td> <td> <td> <td> <td> <td> </td> </td> </td> </td> </td> </td> </td> </td> </td> </td> </tr> <tr> <td> Student ID number </td> </tr> <tbody> <tr> <tr> <td> <td> Student signature </td> </td> </tr> </tr> <tr> <tr> <tr> <td> <td> <td> Date </td> </td> </td> </tr> </tr> </tr> </tbody> </tbody> </table> Assessor declaration I hereby certify that this student has been assessed by me and that the assessment has been carried out according to the required assessment procedures. <table> <tbody> <tr> <td> Assessor name </td> </tr> <tr> <td> Assessor signature </td> </tr> Date <tr> <td> Assessment outcome </td> <td> S </td> <td> NS </td> <td> DNS </td> <td> Resubmission Y N </td> </tr> </tbody> </table> Feedback Student result response My performance in this assessment task has been discussed and explained to me. I would like to appeal this assessment decision. <table> Student signature Date </table> A copy of this page must be supplied to the office and kept in the student’s file with the evidence. <table> <tbody> <tr> <td> </td> <td> Assessment Task 2: Project Portfolio </td> </tr> </tbody> </table> Information for students In this task, you are required to demonstrate your skills and knowledge by working through a number of activities and completing and submitting a project portfolio. You will need access to: · a suitable place to complete activities that replicates a business environment including a meeting space and computer and internet access · your learning resources and other information for reference · Project Portfolio template · BSBTWK502 Simulation Pack. Ensure that you: · review the advice to students regarding responding to written tasks in the Business Works Student User Guide · comply with the due date for assessment which your assessor will provide · adhere with your RTO’s submission guidelines · answer all questions completely and correctly · submit work which is original and, where necessary, properly referenced · submit a completed cover sheet with your work · avoid sharing your answers with other students. <table> <tbody> <tr> <td> i </td> <td> Assessment information </td> </tr> <tr> <td> Information about how you should complete this assessment can be found in Appendix A of the Business Works Student User Guide. Refer to the appendix for information on: · where this task should be completed · how your assessment should be submitted. Note: You must complete and submit an assessment cover sheet with your work. A template is provided in Appendix B of the Student User Guide. However, if your RTO has provided you with an assessment cover sheet, please ensure that you use that. </td> </tr> </tbody> </table> Activities Complete the following activities: Carefully read the following: This project is about leading teams in the workplace and actively engaging with the management of the organisation. You need to demonstrate that you can manage the effectiveness of at least one work team. You can do this based on the assumption that you are the team leader or manager of a team within the case study business provided in the Simulation Pack for this unit or a business that you work for, if applicable. It’s important that this business has organisational objectives already developed. Speak to your assessor to get approval if you want to base this on your own business. If you choose the case study business, you may select any of the teams that form part of the organisation to base your project on. You may assume the role of manager. If it is your own business, then you may choose any team that forms part of your workplace and in which you are involved. Vocational education and training is all about gaining and developing practical skills that are industry relevant and that can help you to succeed in your chosen career. For this reason, basing your project on real relationships with classmates or work colleagues will mean that you are applying your knowledge and skills in a relevant, practical and meaningful way! You will be collecting evidence for this unit in a Project Portfolio. The steps you need to take are outlined below. Before you begin, complete page 5 of your Project Portfolio. Establish a team Make sure you are familiar with the business you are basing this assessment on and have read through the necessary background information, policies and procedures that apply. For the case study business, this is all of the documents included in the Simulation Pack. If it’s your own business or a business where you are working or are familiar with, it’s important at this step that you have your business or case study approved by your assessor. If you are using a real business, you will use your current team members to base this project on. If using the case study in a classroom or online situation, choose a group of at least three students who will act as your work team throughout the project. Open the Simulation pack, read through the case study and select the team you would like to base your assessment on. Work through Section 1 of your Project Portfolio. As part of this step, you will need to: · Specify your work team, or specify which team your group chose if you’re using the case study. · Outline the roles of each member of the team. If you are using the case study, each of you will have a turn to be the manager. · State the purpose of the team Establish team objectives In a group round-table style discussion with your team and at least one stakeholder present, outline all the tasks the team must do to accomplish the expected outcomes. The discussion should last for at least 15 minutes, but not more than 30 minutes. If you are using the case study, your assessor will assume the role of stakeholder. If you are basing the project on your workplace, the stakeholder might be a line manager or any member of senior management. Ensure that each team member has a turn to participate in planning the tasks, share what they expect outcomes will be and decide as a team how performance will be measured. As a team, making sure consensus is reached: · create a list of tasks to be undertaken · allocate the tasks to the team members based on their strengths and abilities · set the start and end date for each activity · set the KPIs for each team member 1. Write a Performance Plan Use the Internet to find an example of a Performance Plan. Use the information you recorded in your Project Portfolio during the previous activities to write your own Team Performance Plan and attach it to your Project Portfolio at the end of Section1. The written plan should include: · The team vision or a team purpose statement · Main tasks and responsibilities of each team member · Performance measures/ Key Performance Indicators (KPIs) · Start and end date for each activity Complete Section 1 of your Project Portfolio and submit to your assessor. 2. Facilitate team cohesion Assume some weeks have passed and the team have implemented their Performance Plan and are working on their tasks. It has come to your attention that the team is not working cohesively and that they are not sharing information and are duplicating work. In order to support your team in achieving their performance outcomes, you will provide coaching on team cohesion and collaboration. This will be a 10-minute session and you may use slides, visual aids or video clips in your coaching session. If you are basing this on the case study, everyone in your group will have a turn to be the manager and present their coaching to the rest of the group. If this is your own workplace, this will be the members of your own team that you are providing coaching for. The assessor will advise you of the date and time of your team meeting so that you can prepare in advance. Use your Project Portfolio to outline the main points and attach your slides or links to the videos you use. i This can either be viewed in person by your assessor or you may like to video record the session for your assessor to watch later. Your assessor can provide you with more details at this step. Make sure you follow the instructions above and meet the timeframes allocated. Complete Section 2 of your Project Portfolio and submit to your assessor. 3. Develop or modify policies and procedures Despite your efforts to support your team through coaching, the team is still struggling to work cohesively. One of the issues the team identified is that one of the team members are not performing their tasks and is using the Internet for personal reasons during work hours. This is creating conflict within the team. You will address this concern by developing a policy for Internet usage. Use the Policy and Procedures Template provided for you in the Simulation Pack to create an Internet Usage Policy within the context of the business you are basing your assessment on. Attach your Internet Usage Policy to your Project Portfolio to Section 2 of your portfolio. 4. Facilitate teamwork Assume three months have gone by. Have a meeting and allow each team member to provide a 5–10-minute update on how their tasks are going. Take turns to assume the role as manager and do the following: · give feedback to team members on team effort and contributions · encourage team members to take responsibility for team activities · help to identifying work performance problems by addressing each of the issues, concerns and problems identified by team members · help to resolve issues using your own problem-solving skills Your assessor will be looking to see that you can: · provide feedback to encourage, value and reward others · model desired behaviour and practices · encourage and foster shared understanding of purpose, roles and responsibilities · Adapt personal communication style to build positive working relationships As a team, brainstorm ways to address issues, concerns and problems identified by team members. Outline a process for addressing these concerns by deciding where and how concerns should be raised and who should be involved. Use your Project Portfolio to record this information. i This can either be viewed in person by your assessor or you may like to video record the session for your assessor to watch later. Your assessor can provide you with more details at this step. Make sure you follow the instructions above and meet the timeframes allocated. Complete Section 2 of your Project Portfolio and submit to your assessor. 5. Communicating with line management Develop an email to your line manager to address the main issue raised by team members, namely that the team is still struggling to collaborate and share information. · Outline the issue · Propose a solution Attach this email to Section 3 of your Portfolio. Assume that your line manager has responded to your email and would like you to communicate the following information to the team: Line management would like the team to start using a new software application to help the team collaborate. You have approval to purchase a subscription to a collaboration tool such as Dropbox, OneDrive or any tool that suits the context, and to implement it. Develop an email to the team to explain the decision and provide the team with details about the change including when it will be implemented. Attach this email to Section 3 of your Portfolio. 6. Liaise with stakeholders Schedule a meeting with the relevant stakeholders and prepare a short presentation using your choice of software or application e.g., PowerPoint, Keynote, etc. The meeting should last for at least 15 minutes each and no more than 30 minutes. If you are using the case study, your assessor will assume the role of stakeholder. If you are basing the project on your workplace, the stakeholder will be an internal or external party that has an interest in the project. Your presentation should contain an overview of how the project is going. Your assessor will be looking to see that you can: · establishing open communication processes with diverse stakeholders · Address unresolved issues, concerns and problems raised by stakeholders · demonstrate effective communication skills including: · Speaking clearly and concisely · Using non-verbal communication to assist with understanding · Asking questions to identify required information · Responding to questions as required · Using active listening techniques to confirm understanding. Ask for feedback from relevant stakeholders and take notes. Transfer this information to Section 3 of your Project Portfolio. 7. Submit your completed Project Portfolio Make sure you have completed all sections of your Project Portfolio, answered all questions, provided enough detail as indicated and proofread for spelling and grammar as necessary. Submit to your assessor for marking. Assessment Task 2: Checklist Student’s name: Did the student: Completed successfully? Comments Yes No Establish a team performance plan by: · Identifying the team purpose, roles, and responsibilities according to both the organisational and task objectives · Developing performance plans with expected outcomes, KPIs and goals for their team · Supporting team members to meet their KPIs and goals? Develop and facilitate team cohesion by: · Developing strategies for team members to have input into planning, decision making and being involved in achieving team tasks · Developing or modifying policies and procedures for promoting team member accountability for personal work and team tasks · Providing feedback to team members on their team effort and contributions · Developing processes for identifying and addressing issues, concerns and problems identified by team members? Support the team to meet expected performance outcomes including providing formal and informal learning opportunities as needed? Facilitate teamwork by: · Encouraging team members to participate in and to take responsibility for team activities · Supporting the team in identifying and resolving work performance problems · Promoting work team collaboration through individual behaviour? Provide feedback to encourage, value and reward their team members? Model desired behaviour and practices during interactions with their team? Encourage and foster shared understanding of purpose, roles and responsibilities? Liaise with stakeholders by: · Establishing and maintaining open communication processes with relevant stakeholders · Communicating information from line management to the team · Communicating and follow-up unresolved issues, concerns and problems raised by team members with line management · Addressing unresolved issues, concerns and problems raised by stakeholders? Manage the effectiveness of at least one work team? Communicate effectively with a range of stakeholders about team performance plans and team performance? Task outcome: Satisfactory Not satisfactory Assessor signature: Assessor name: Date: Final results record Student name: Assessor name: Date Final assessment results Task Type Result Satisfactory Unsatisfactory Did not submit Assessment Task 1 Knowledge questions S U DNS Assessment Task 2 Project Portfolio S U DNS Overall unit results C NYC Feedback My performance in this unit has been discussed and explained to me. I would like to appeal this assessment decision. Student signature: Date: I hereby certify that this student has been assessed by me and that the assessment has been carried out according to the required assessment procedures. Assessor signature: Date: Strathfield College RTO: 91223 CRICOS Provider Code: 02736K BSBTWK502 Manage team effectiveness 2 image4.svg image5 image6.svg image7 image8.svg image9 image10.svg image1 image2 image3 <li>BSBTWK502 Manage team effectiveness</li> Release: 1 BSBTWK502 Manage team effectiveness Date this document was generated: 4 November 2020 Approved Page 2 of 4 © Commonwealth of Australia, 2020 PwC’s Skills for Australia BSBTWK502 Manage team effectiveness <li>Modification History</li> Release Comments Release 1 This version first released with BSB Business Services Training Package Version 7.0. <li>Application</li> This unit describes the skills and knowledge required to lead teams in the workplace and to actively engage with the management of the organisation. The unit applies to individuals working at a managerial level who lead and build a positive culture within their work teams. At this level, work will normally be carried out using complex and diverse methods and procedures requiring the exercise of considerable discretion and judgement. It will also involve using a range of problem solving and decision-making strategies. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication. <li>Unit Sector</li> Social Competence – Teamwork and Relationships <li>Elements and Performance Criteria</li> ELEMENT PERFORMANCE CRITERIA Elements describe the essential outcomes. Performance criteria describe the performance needed to demonstrate achievement of the element. 1. Establish team performance plan 1.1 Identify team purpose, roles, and responsibilities according to organisational and task objectives 1.2 Develop performance plans with expected outcomes, key performance indicators (KPIs) and goals for work team 1.3 Support team members in meeting expected performance outcomes 2. Develop and facilitate team cohesion 2.1 Develop strategies for facilitating team member input into planning, decision making and operational aspects of team tasks 2.2 Develop or modify policies and procedures for promoting team member accountability for personal work and team tasks BSBTWK502 Manage team effectiveness Date this document was generated: 4 November 2020 Approved Page 3 of 4 © Commonwealth of Australia, 2020 PwC’s Skills for Australia ELEMENT PERFORMANCE CRITERIA 2.3 Provide feedback to team members on team effort and contributions 2.4 Develop processes for identifying and addressing issues, concerns and problems identified by team members 3. Facilitate teamwork 3.1 Encourage team members to participate in and to take responsibility for team activities 3.2 Support the team in identifying and resolving work performance problems 3.3 Promote work team collaboration through individual behaviour 4. Liaise with stakeholders 4.1 Establish and maintain open communication processes with relevant stakeholders 4.2 Communicate information from line management to the team 4.3 Communicate and follow-up unresolved issues, concerns and problems raised by team members with line management 4.4 Address unresolved issues, concerns and problems raised by stakeholders <li>Foundation Skills</li> This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance. SKILL DESCRIPTION Reading  Analyses and interprets textual information from the organisation’s policies, goals and objectives to establish team goals or to determine corrective action Writing  Prepares workplace documentation that communicates complex information clearly and effectively Oral Communication  Engages in discussions or provides information using appropriate vocabulary and non-verbal features  Uses listening and questioning techniques to confirm understanding and to engage the audience Enterprise and initiative  Identifies how own role contributes to broader organisational goals  Modifies or develops policies and procedures to achieve organisational goals Teamwork  Selects and uses appropriate conventions and protocols when communicating with diverse stakeholders  Uses interpersonal skills to gain trust and confidence of team and provides feedback to others in forms that can be understood and BSBTWK502 Manage team effectiveness Date this document was generated: 4 November 2020 Approved Page 4 of 4 © Commonwealth of Australia, 2020 PwC’s Skills for Australia used  Adapts personal communication style to build positive working relationships and to show respect for the opinions, values and particular needs of others Planning and organising  Develops, implements and monitors plans and processes to ensure team effectiveness  Monitors and actively supports processes and development activities to ensure the team is focused on work outcomes  Plans for unexpected outcomes and implements creative responses to overcome challenges <li>Unit Mapping Information</li> Supersedes and is equivalent to BSBWOR502 Lead and manage team effectiveness. Supersedes but is not equivalent to:  BSBMGT520 Plan and manage the flexible workforce  BSBWRK409 Prepare for and participate in dispute resolution. <li>Links</li> Companion Volume Implementation Guide is found on VETNet – https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10 https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10 <ul> BSBTWK502 Manage team effectiveness Modification History Application Unit Sector Elements and Performance Criteria Foundation Skills Unit Mapping Information Links </ul> Topic 3: Facilitate teamwork and liaise with stakeholders © 202 1 RTO Works 1 BSBTWK502 Manage team effectiveness 1 Topic 1: Insert topic title Topic 3: Facilitate teamwork and liaise with stakeholders The success of a business depends on the contributions of every member of the team. However, some teams work together better than others. There is a sense of personal ownership of all activities, believing that their contributions are valued and feeling that work is equally shared. © 2021 RTO Works 2 BSBTWK502 Manage team effectiveness Topic 3: Facilitate teamwork and liaise with stakeholders ACTIVITY: WATCH Watch the video on being a role model. Video: https://www.youtube.com/watch?v=jIch3rpD7Zo (01:41) © 2021 RTO Works 3 BSBTWK502 Manage team effectiveness 3 Topic 1: Insert topic title Topic 3: Facilitate teamwork and liaise with stakeholders ENCOURAGING TEAM MEMBERS TO PARTICIPATE A team leader or manager can use several strategies to encourage team members to participate. For example: Encouraging ownership Making everyone a leader Setting a good example Giving everyone the chance to input into decisions. © 2021 RTO Works 4 BSBTWK502 Manage team effectiveness Topic 3: Facilitate teamwork and liaise with stakeholders ACTIVITY: READ Read more about encouraging team members to participate at: https://work.chron.com/effective-techniques-encourage-team-members-contribute-project-5121.html Take any notes to summarise what you have read and keep for future reference. © 2021 RTO Works 5 BSBTWK502 Manage team effectiveness 5 Topic 1: Insert topic title Topic 3: Facilitate teamwork and liaise with stakeholders COMPETENCIES Competencies refer to the collective knowledge, skills, experience, and attributes of teams required to perform work successfully. Team members’ roles must be defined in terms of the types of attitude, behaviours and skills the organisation values and requires to achieve its objectives. © 2021 RTO Works 6 BSBTWK502 Manage team effectiveness Topic 1: Insert topic title Topic 3: Facilitate teamwork and liaise with stakeholders MONITORING PERFORMANCE Monitoring work performance will help identify how a team is managing. It helps to keep track of what’s going on and allows for modification of work activities or roles. © 2021 RTO Works 7 BSBTWK502 Manage team effectiveness Topic 1: Insert topic title Topic 3: Facilitate teamwork and liaise with stakeholders OPEN COMMUNICATION PROCESSES It is essential to have a good communication process to communicate with all stakeholders, whether that is the team, others in the organisation or even customers or suppliers. © 2021 RTO Works 8 BSBTWK502 Manage team effectiveness image4 image5.svg image6 image7.svg .MsftOfcThm_Background1_Fill { fill:#FFFFFF; } image2 Assessment Requirements for BSBTWK502 Manage team effectiveness Release: 1 <li>Assessment Requirements for BSBTWK502 Manage team effectiveness</li> Date this document was generated: 5 November 2020 Approved Page 2 of 3 © Commonwealth of Australia, 2020 PwC’s Skills for Australia Assessment Requirements for BSBTWK502 Manage team effectiveness <li>Modification History</li> Release Comments Release 1 This version first released with BSB Business Services Training Package Version 7.0. <li>Performance Evidence</li> The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:  manage the effectiveness of at least one work team. In the course of the above, the candidate must:  provide feedback to encourage, value and reward others  model desired behaviour and practices  encourage and foster shared understanding of purpose, roles and responsibilities  support team to meet expected performance outcomes including providing formal and informal learning opportunities as needed  develop performance plans with key performance indicators (KPIs), outputs and goals for individuals or the team which incorporate input from stakeholders  communicate effectively with a range of stakeholders about team performance plans and team performance  evaluate and take necessary corrective action regarding unresolved issues, concerns and problems raised by internal or external stakeholders. <li>Knowledge Evidence</li> The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:  impacts of group dynamics on team performance  methods of establishing team activities including communication processes  strategies that can support team cohesion, participation and performance  strategies for gaining consensus  issue resolution strategies. Assessment Requirements for BSBTWK502 Manage team effectiveness Date this document was generated: 5 November 2020 Approved Page 3 of 3 © Commonwealth of Australia, 2020 PwC’s Skills for Australia <li>Assessment Conditions</li> Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry. This includes access to:  workplace documents relevant to team task objectives. Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards. <li>Links</li> Companion Volume Implementation Guide is found on VETNet – https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10 https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10 <ul> Assessment Requirements for BSBTWK502 Manage team effectiveness Modification History Performance Evidence Knowledge Evidence Assessment Conditions Links </ul> Topic 1 : Insert topic title Topic 3: Facilitate teamwork and liaise with stakeholders MANAGEMENT COMMUNICATION This can be verbal or written communication to the team leader or members of the team. Effective interpersonal communication processes are essential to the establishment and maintenance of effective teams. © 2021 RTO Works 1 BSBTWK502 Manage team effectiveness Topic 3: Facilitate teamwork and liaise with stakeholders ACTIVITY: WATCH Watch these video about open communication and communications and leadership. Video: https://www.youtube.com/watch?v=hniJfc2FqPQ (03:01) Video: https://www.youtube.com/watch?v=bRXLTZMvy-U (05:48) © 2021 RTO Works 2 BSBTWK502 Manage team effectiveness 2 Topic 1: Insert topic title Topic 3: Facilitate teamwork and liaise with stakeholders CONFLICT Organisational procedures, systems, policies, codes of conduct, documentation and processes ensure that correct steps are taken if a conflict arises. Managers must try to resolve any issues, but unresolved issues must also be addressed so that team morale and work activities can continue. © 2021 RTO Works 3 BSBTWK502 Manage team effectiveness Topic 3: Facilitate teamwork and liaise with stakeholders ACTIVITY: RESEARCH AND DISCUSS In the group teams, search on the Internet for conflict resolution strategies. Brainstorm with the team to create a comprehensive list to help resolve problems within the team. © 2021 RTO Works 4 BSBTWK502 Manage team effectiveness 4 Topic 1: Insert topic title Topic 3: Facilitate teamwork and liaise with stakeholders ADDRESS UNRESOLVED PROBLEMS Conflicts are not bad if they are resolved quickly and as effectively as possible. Resolving conflicts can have negative or positive outcomes. The gist of addressing any conflict is to hope that ideas, opinions and thoughts are discussed as openly or honestly as possible as long as it is done with respect and integrity. © 2021 RTO Works 5 BSBTWK502 Manage team effectiveness Topic 3: Facilitate teamwork and liaise with stakeholders ACTIVITY: READ Conflict Resolution, Using the “Interest-Based Relational” Approach: http://www.mindtools.com/pages/article/newLDR_81.htm 3 Techniques for Building Consensus: <blockquote class="wp-embedded-content" data-secret="KBC7JXwrM4"><a href="https://www.leadstrat.com/3-techniques-for-building-consensus-2/">3 Techniques for Building Consensus</a></blockquote> <iframe class="wp-embedded-content" sandbox="allow-scripts" security="restricted" style="position: absolute; visibility: hidden;" title="“3 Techniques for Building Consensus” — Leadership Strategies" src="https://www.leadstrat.com/3-techniques-for-building-consensus-2/embed/#?secret=alc5qudBUm#?secret=KBC7JXwrM4" data-secret="KBC7JXwrM4" width="500" height="282" frameborder="0" marginwidth="0" marginheight="0" scrolling="no"></iframe> Take any notes to summarise what you have read and keep for future reference. © 2021 RTO Works 6 BSBTWK502 Manage team effectiveness 6 Topic 3: Facilitate teamwork and liaise with stakeholders ACTIVITY: BRAINSTORM Brainstorm the process, strategies and workplace situation you learnt in this unit. Use the information to complete the table to demonstrate your understanding of how you will manage team effectiveness. For each task identify which business policies and procedures or relevant document you will use. Also, determine three strategies of how you will manage the task. © 2021 RTO Works 7 BSBTWK502 Manage team effectiveness 7 image4 image5.svg .MsftOfcThm_Background1_Fill { fill:#FFFFFF; } image2 Topic 2: Develop team cohesion © 202 1 RTO Works 1 BSBTWK502 Manage team effectiveness 1 Topic 1: Insert topic title Topic 2: Develop team cohesion Team cohesion is the extent to which each team members wishes to contribute to the group’s ability to continue as a functioning work unit. Cohesiveness develops over time. Cohesiveness is a product of interpersonal and group-level attraction, collaboration, and a sense of belonging. © 2021 RTO Works 2 BSBTWK502 Manage team effectiveness Topic 2: Develop team cohesion ACTIVITY: WATCH Forming, Storming, Norming, Performing, Adjourning. Video: https://www.youtube.com/watch?v=hEJaz3sinEs (08:33) Teamwork pays off – various clips. Video: https://www.youtube.com/watch?v=wuo13FrNX6g (01:22) © 2021 RTO Works 3 BSBTWK502 Manage team effectiveness 3 Topic 1: Insert topic title Topic 2: Develop team cohesion STRATEGIES TO ACHIEVE TEAM COHESION There are many ways to achieve team cohesion. For example, promoting interaction between team members increases cohesions as team members feel more positive towards one another. © 2021 RTO Works 4 BSBTWK502 Manage team effectiveness Topic 2: Develop team cohesion ACTIVITY: RESEARCH AND DISCUSS List all the factors you would consider to create better team cohesion. Now compare your response with those of your team. Did you all have similar answers? How did the rest of the class compare? Did their teams have the same response? © 2021 RTO Works 5 BSBTWK502 Manage team effectiveness 5 Topic 1: Insert topic title Topic 2: Develop team cohesion GROUP DYNAMICS Group dynamics play a significant role in teams. © 2021 RTO Works 6 BSBTWK502 Manage team effectiveness Topic 1: Insert topic title Topic 2: Develop team cohesion DECISION MAKING Team leaders need to develop strategies to ensure that their team members have input into planning, decision making and operations relating to the team’s work. © 2021 RTO Works 7 BSBTWK502 Manage team effectiveness Topic 2: Develop team cohesion ACTIVITY: RESEARCH AND DISCUSS Work in your teams to answer the following questions. Research The Nominal Group technique. Provide a brief overview of how it operates. What other tools are available for decision-making? Provide a brief overview of each one you find. © 2021 RTO Works 8 BSBTWK502 Manage team effectiveness 8 Topic 1: Insert topic title Topic 2: Develop team cohesion TEAM COHESION FOR REMOTE TEAMS Sometimes teams have to overcome barriers to cohesion such as remote working arrangements. © 2021 RTO Works 9 BSBTWK502 Manage team effectiveness Topic 2: Develop team cohesion ACTIVITY: RESEARCH AND DISCUSS Consider teams that are located over some different areas, what online collaboration tools could be used to keep your team cohesive? © 2021 RTO Works 10 BSBTWK502 Manage team effectiveness 10 Topic 1: Insert topic title Topic 2: Develop team cohesion POLICIES AND PROCEDURES Team leaders may need to develop policies and procedures at work. It is essential to understand the purpose of policy and procedures and what they include. © 2021 RTO Works 11 BSBTWK502 Manage team effectiveness Topic 1: Insert topic title Topic 2: Develop team cohesion CHARACTERISTICS OF ACCEPTABLE POLICY AND PROCEDURE DOCUMENTS Features of effective policy and procedure include: They address all aspects of operations. They reflect the culture, value and objectives of the organisation. They relate to logical business functions. They are easy to understand and follow. © 2021 RTO Works 12 BSBTWK502 Manage team effectiveness Topic 2: Develop team cohesion ACTIVITY: WATCH Watch the following video about writing good policy and procedures. The video provides a range of useful key and introductory information such as what should be included within a policy and procedure and communicating policy and procedures to staff. Video: https://www.youtube.com/watch?v=BjrpvUOeHqI (07:07) © 2021 RTO Works 13 BSBTWK502 Manage team effectiveness 13 Topic 2: Develop team cohesion ACTIVITY: RESEARCH AND DISCUSS Work in pairs for this activity and then present your findings to the trainer/assessor and the group. There are many diversity policies on the Internet that can be researched and used for this activity. © 2021 RTO Works 14 BSBTWK502 Manage team effectiveness 14 Topic 2: Develop team cohesion ACTIVITY: GROUP WORK Work in your teams to undertake the following: Create an Internet Usage Policy. Create a procedure for sending emails to clients. © 2021 RTO Works 15 BSBTWK502 Manage team effectiveness 15 Topic 1: Insert topic title Topic 2: Develop team cohesion TEAM FEEDBACK It is vital to give feedback to the team. Feedback can support groups to maximise their performance and enhance their professional development and growth. © 2021 RTO Works 16 BSBTWK502 Manage team effectiveness Topic 2: Develop team cohesion ACTIVITY: WATCH It’s Big Keith’s appraisal, what will office manager David Brent make of his strengths and weaknesses? Video: https://www.youtube.com/watch?v=IkYUDQCYGHA (02:57) Awkward Performance Review. Video: https://www.youtube.com/watch?v=gdp4sPviV74 (02:38) © 2021 RTO Works 17 BSBTWK502 Manage team effectiveness 17 Topic 2: Develop team cohesion ACTIVITY: RESEARCH AND DISCUSS Consider how your team have performed so far. How could you provide feedback to each team member? Create a format that you could use to create feedback for each team member. © 2021 RTO Works 18 BSBTWK502 Manage team effectiveness 18 Topic 1: Insert topic title Topic 2: Develop team cohesion ISSUES AND CONCERNS Addressing issues and concerns within teams can involve team meetings, forums, problem-solving process and grievance procedures to solve issues. © 2021 RTO Works 19 BSBTWK502 Manage team effectiveness Topic 2: Develop team cohesion ACTIVITY: RESEARCH There are many models available to support the problem-solving process. Use the Internet to search for a problem-solving approach that you could use to address the concerns you have with your team. Complete this activity in small groups and then report back to the whole group in the form of a short presentation. © 2021 RTO Works 20 BSBTWK502 Manage team effectiveness 20 Topic 2: Develop team cohesion ACTIVITY: GROUP WORK One of the team members who work remotely has complained that they are not receiving the necessary information on time. Due to the delays in obtaining the information, this person is unable to meet their KPI’s, and it is beginning to affect the entire team’s performance. © 2021 RTO Works 21 BSBTWK502 Manage team effectiveness 21 image4 image5 image6.svg .MsftOfcThm_Background1_Fill { fill:#FFFFFF; } image7 image8.svg image2 BSBTWK502 Manage team effectiveness Topic 1: Establish team performance plan © 2021 RTO Works 2 BSBTWK502 Manage team effectiveness 2 Topic 1: Insert topic title Topic 1: Establish team performance plan Goal setting is one of the first steps in reaching performance expectations set by an organisation. A team needs goals and clear objectives so that performance and achievements can be tracked. © 2021 RTO Works 3 BSBTWK502 Manage team effectiveness Topic 1: Establish team performance plan ACTIVITY: GROUP WORK Work in your teams: Research a few examples of business plans, look at the headings used to identify the primary purpose of the plan. Find one plan that the team thinks is the best example, and each keeps a copy for future reference. Explore how team performance plans link to overall business objectives. © 2021 RTO Works 4 BSBTWK502 Manage team effectiveness 4 Topic 1: Insert topic title Topic 1: Establish team performance plan TEAM PERFORMANCE PLANS A team performance plan is a detailed plan that specifies team goals and objectives, as well as actions to achieve these, responsibilities, timelines for achieving actions and performance indicators that will be used to measure performance. © 2021 RTO Works 5 BSBTWK502 Manage team effectiveness Topic 1: Establish team performance plan ACTIVITY: READ Review information about team performance plans at: <blockquote class="wp-embedded-content" data-secret="W0f6vMBso0"><a href="http://www.crowe-associates.co.uk/teams-and-groups/team-plans/">Creating Team plans</a></blockquote> <iframe class="wp-embedded-content" sandbox="allow-scripts" security="restricted" style="position: absolute; visibility: hidden;" title="“Creating Team plans” — Crowe Associates" src="http://www.crowe-associates.co.uk/teams-and-groups/team-plans/embed/#?secret=LZqDgtknHX#?secret=W0f6vMBso0" data-secret="W0f6vMBso0" width="500" height="282" frameborder="0" marginwidth="0" marginheight="0" scrolling="no"></iframe> Take any notes to summarise what you have read and keep for future reference. © 2021 RTO Works 6 BSBTWK502 Manage team effectiveness 6 Topic 1: Insert topic title Topic 1: Establish team performance plan TEAM PLAYERS Teams will consist of people with particular strengths and weaknesses. Team members vary in the role that they play for example some could be practical and organised whereas others could be a good communicators or problem. © 2021 RTO Works 7 BSBTWK502 Manage team effectiveness Topic 1: Establish team performance plan ACTIVITY: RESEARCH AND DISCUSS Using the Internet, search for your ideal career or job position. Read the job description – did it match your expectations of the desired role? Make notes. © 2021 RTO Works 8 BSBTWK502 Manage team effectiveness 8 Topic 1: Insert topic title Topic 1: Establish team performance plan BELBIN TEST Several different theories have been developed, which categorise the different types of roles and personalities people display. The Belbin test was designed to identify the different types of roles team members prefer precisely. © 2021 RTO Works 9 BSBTWK502 Manage team effectiveness Topic 1: Establish team performance plan ACTIVITY: RESEARCH AND DISCUSS Visit the Belbin website to view the explanations for each role. Research the various roles that team members take on. Which role are you likely to be? Which role do you have in your current class team? Is it the same role? © 2021 RTO Works 10 BSBTWK502 Manage team effectiveness 10 Topic 1: Establish team performance plan ACTIVITY: REFLECT Complete the following quiz, which will help you to identify what type of role your personality suits: http://testyourself.psychtests.com/testid/3113 Is this the same role that you specified earlier? © 2021 RTO Works 11 BSBTWK502 Manage team effectiveness 11 Topic 1: Insert topic title Topic 1: Establish team performance plan SUPPORTING TEAM MEMBERS By supporting the members of your team, a manager can ensure that goals are met. © 2021 RTO Works 12 BSBTWK502 Manage team effectiveness Topic 1: Establish team performance plan ACTIVITY: RESEARCH AND DISCUSS In small groups, think about the rewards and recognitions that you may have received in the past that they have found most beneficial. This could be either in a work or non-work-related context. Brainstorm ideas and create a list as a group. © 2021 RTO Works 13 BSBTWK502 Manage team effectiveness 13 Topic 1: Insert topic title Topic 1: Establish team performance plan TEAM PERFORMANCE AND KEY PERFORMANCE INDICATORS As indicated previously, the team performance plan should include key performance indicators that can then be used to measure performance. The purpose of a KPI is to provide an objective performance measure is a crucial activity. © 2021 RTO Works 14 BSBTWK502 Manage team effectiveness Topic 1: Establish team performance plan ACTIVITY: READ Read more about KPIs for teams at: <blockquote class="wp-embedded-content" data-secret="xRsYOqoSu2"><a href="https://www.projectmanager.com/training/8-essential-kpi-metrics-teams">10 Essential Team KPIs for Any Project</a></blockquote> <iframe class="wp-embedded-content" sandbox="allow-scripts" security="restricted" style="position: absolute; visibility: hidden;" title="“10 Essential Team KPIs for Any Project” — ProjectManager" src="https://www.projectmanager.com/training/8-essential-kpi-metrics-teams/embed#?secret=DyDBBQje34#?secret=xRsYOqoSu2" data-secret="xRsYOqoSu2" width="500" height="282" frameborder="0" marginwidth="0" marginheight="0" scrolling="no"></iframe> Take any notes to summarise what you have read and keep for future reference. © 2021 RTO Works 15 BSBTWK502 Manage team effectiveness 15 Topic 1: Establish team performance plan ACTIVITY: GROUP WORK Work in a group of four. Research the job descriptions of an event coordinator, marketing person, office administrator, and marketing manager. Study their position descriptions and use the information to build a team performance plan for a product launch. © 2021 RTO Works 16 BSBTWK502 Manage team effectiveness 16 image4 image5 image6 image7 image8.svg .MsftOfcThm_Background1_Fill { fill:#FFFFFF; } image2 RTO No: 9 1223 Student Guide BSBTWK 5 02 Manage team effectiveness <table> <tbody> <tr> <td> <td> <td> <td> <td> <td> <td> <td> <td> <td> <td> <td> <td> <td> <td> <td> <td> <td> <td> <td> <td> <td> <td> <td> <td> <td> <td> <td> <td> <td> <td> <td> <td> <td> <td> <td> <td> <td> </td> </td> </td> </td> </td> </td> </td> </td> </td> </td> </td> </td> </td> </td> </td> </td> </td> </td> </td> </td> </td> </td> </td> </td> </td> </td> </td> </td> </td> </td> </td> </td> </td> </td> </td> </td> </td> </td> <td> Contents </td> </tr> </tbody> </table> Overview 4 Topic 1: Establish team performance plan 5 Topic 2: Develop team cohesion 9 Topic 3: Facilitate teamwork and liaise with stakeholders 16 <td> <td> <td> <td> <td> </td> </td> </td> </td> </td> Overview The Student Guide should be used in conjunction with the recommended reading and any further course notes or activities given by the trainer/assessor. Application of the unit This unit describes the skills and knowledge required to lead teams in the workplace and to actively engage with the management of the organisation. The unit applies to individuals working at a managerial level who lead and build a positive culture within their work teams. At this level, work will normally be carried out using complex and diverse methods and procedures requiring the exercise of considerable discretion and judgement. It will also involve using a range of problem solving and decision-making strategies. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication. Learning goals Learning goals include: · You are able to establish team performance plan. · You are able to develop and facilitate team cohesion. · You are able to facilitate teamwork. · You are able to liaise with stakeholders. Topic 1: Establish team performance plan Goal setting is one of the first steps in reaching performance expectations set by an organisation. A team needs goals and clear objectives so that performance and achievements can be tracked. It provides: · clear direction · goal attainment · increased productivity/profit Image by Austin Distel on Unsplash · teamwork · clear objectives. Strategic or business plans outline the general strategies to be followed to achieve an organisation’s vision and mission statements. A business plan is typically used to look up to 5 years ahead, providing direction and focus for the organisation and employees. Therefore, teams need to align their goals and activities to the organisation’s business plan. Managers need to ensure that teams fulfil this role when undertaking projects to ensure they are contributing to the overall goals of the organisation. <table> <tbody> <tr> <tr> <tr> <tr> <td> <td> <td> <td> Activity: Group work </td> </td> </td> </td> </tr> </tr> </tr> </tr> <tr> <td> Work in your teams: Research a few examples of business plans, look at the headings used to identify the primary purpose of the plan. Find one plan that the team thinks is the best example, and each keeps a copy for future reference. Explore how team performance plans link to overall business objectives. </td> </tr> </tbody> </table> Team performance plans Goals and objectives as above can be documented in a team performance plan. A team performance plan is a detailed plan that specifies team goals and objectives, as well as action s to achieve these, responsibilities (which team members are responsible for attaining actions), timelines for achieving actions and performance indicators that will be used to measure performance. <table> <tbody> <tr> <tr> <tr> <td> <td> <td> <td> <td> <td> <td> <td> <td> <td> <td> <td> <td> <td> <td> <td> <td> <td> <td> <td> </td> </td> </td> </td> </td> </td> </td> </td> </td> </td> </td> </td> </td> </td> </td> </td> </td> </td> </td> </td> <td> <td> <td> <td> Activity: Read </td> </td> </td> </td> </tr> </tr> </tr> <tr> <td> Review information about team performance plans at: <blockquote class="wp-embedded-content" data-secret="W0f6vMBso0"><a href="http://www.crowe-associates.co.uk/teams-and-groups/team-plans/">Creating Team plans</a></blockquote> <iframe class="wp-embedded-content" sandbox="allow-scripts" security="restricted" style="position: absolute; visibility: hidden;" title="“Creating Team plans” — Crowe Associates" src="http://www.crowe-associates.co.uk/teams-and-groups/team-plans/embed/#?secret=LZqDgtknHX#?secret=W0f6vMBso0" data-secret="W0f6vMBso0" width="500" height="282" frameborder="0" marginwidth="0" marginheight="0" scrolling="no"></iframe> Take any notes to summarise what you have read and keep for future reference. </td> </tr> </tbody> </table> Team players Teams will consist of people with particular strengths and weaknesses. Team members vary in the role that they play for example some could be practical and organised whereas others could be a good communicators or problem. <table> <tbody> <tr> <tr> <tr> <tr> <tr> <tr> <tr> <tr> <tr> <td> <td> <td> <td> <td> <td> <td> <td> <td> Activity: Research and discuss </td> </td> </td> </td> </td> </td> </td> </td> </td> </tr> </tr> </tr> </tr> </tr> </tr> </tr> </tr> </tr> <tr> <td> Using the Internet, search for your ideal career or job position. Read the job description – did it match your expectations of the desired role? Make notes. </td> </tr> </tbody> </table> Belbin Test Several different theories have been developed, which categorise the different types of roles and personalities people display. The Belbin test was designed to identify the different types of roles team members prefer precisely. The Belbin test identifies the following roles that individuals adopt when working in teams: · Strathfield College RTO: 91223 CRICOS Provider Code: 02736K BSBTWK502 Manage team effectiveness 2 · Shaper · Plant · Coordinator · Monitor Evaluator · Resource Investigator · Implementer · Team Worker · Specialist · Completer-Finisher. <table> <tbody> Activity: Research and discuss <tr> <td> Visit the Belbin website to view the explanations for each role. Research the various roles that team members take on. Which role are you likely to be? Which role do you have in your current class team? Is it the same role? </td> </tr> </tbody> </table> <table> <tbody> <tr> <td> Activity: Reflect </td> </tr> <tr> <td> Complete the following quiz, which will help you to identify what type of role your personality suits: http://testyourself.psychtests.com/testid/3113 · Is this the same role that you specified earlier? </td> </tr> </tbody> </table> Supporting team members By supporting the members of your team, a manager can ensure that goals are met. This can include: · explaining or clarifying policies, procedures, instructions standards, codes of conduct and other organisational operations · supporting team members to complete tasks on time · helping others if you have completed your tasks ahead of schedule · assisting with problem-solving · providing encouragement · providing constructive feedback to other team members when appropriate · sharing and updating information · allocating mentors or coaches for support and training if required · using rewards such as positive praise, bonuses, vouchers or extra lunchtime break. <table> <tbody> Activity: Research and discuss <tr> <td> In small groups, think about the rewards and recognitions that you may have received in the past that they have found most beneficial. This could be either in a work or non-work-related context. Brainstorm ideas and create a list as a group. </td> </tr> </tbody> </table> Team performance and key performance indicators As indicated previously, the team performance plan should include key performance indicators that can then be used to measure performance. The purpose of a KPI is to provide an objective performance measure is a crucial activity. This enables managers to set and communicate their performance targets, and to measure whether or not they are being achieved. KPI’s can vary. However, there are common ones that apply to all activities such as KPIs related to timelines and budget. When developing KPIs, it is essential to ensure they are SMART. · S = Specific. They must state clearly what the organisation seeks to achieve. · M = Measurable. The outcomes must be able to be measured so the business can calculate and quantify its progress towards them. · A =Achievable. The objectives must be realistic such that everyone feels there is a genuine belief the outcomes can be attained. · R = Relevant. The objectives have to relate to the direction the business wants to take in terms of its organisational development. · T = Timely. The objectives need to have a start and finish date attached to them. <table> <tbody> Activity: Read <tr> <td> Read more about KPIs for teams at: <blockquote class="wp-embedded-content" data-secret="xRsYOqoSu2"><a href="https://www.projectmanager.com/training/8-essential-kpi-metrics-teams">10 Essential Team KPIs for Any Project</a></blockquote> <iframe class="wp-embedded-content" sandbox="allow-scripts" security="restricted" style="position: absolute; visibility: hidden;" title="“10 Essential Team KPIs for Any Project” — ProjectManager" src="https://www.projectmanager.com/training/8-essential-kpi-metrics-teams/embed#?secret=DyDBBQje34#?secret=xRsYOqoSu2" data-secret="xRsYOqoSu2" width="500" height="282" frameborder="0" marginwidth="0" marginheight="0" scrolling="no"></iframe> Take any notes to summarise what you have read and keep for future reference. </td> </tr> </tbody> </table> Regardless of the KPIs that are set, it is also vital that all team members understand the KPIs. As a team leader, it will be critical for you to communicate this. <table> <tbody> Activity: Group work <tr> <td> Work in a group of four. Research the job descriptions of an event coordinator, marketing person, office administrator, and marketing manager. Study their position descriptions and use the information to build a team performance plan for a product launch. · Pretend that you are the marketing manager and your team consist of event coordinator, graphic artist, office administrator. Your team needs to organise an event to promote electric cars. · Set objectives for the event, KPI’s for the team, including the managers. Note: stay focused on planning the event and not the car! · Establish a performance plan for the launch. Your plan must represent a simulation of a real work example. It must include goals, objectives, start and completion dates, team members roles and names, etc. Submit your professionally written work to your trainer for feedback. </td> </tr> </tbody> </table> <table> <tbody> <tr> <td> Topic 2: Develop team cohesion </td> </tr> </tbody> </table> Team cohesion is the extent to which each team members wishes to contribute to the group’s ability to continue as a functioning work unit. Cohesiveness develops over time. Cohesiveness is a product of interpersonal and group-level attraction, collaboration, and a sense of belonging. <table> <tbody> <tr> <tr> <tr> <tr> <tr> <td> <td> <td> <td> <td> Activity: Watch </td> </td> </td> </td> </td> </tr> </tr> </tr> </tr> </tr> <tr> <td> Watch the following videos on team dynamics. Remember the titans Group v Team: Forming, Storming, Norming, Performing, Adjourning. Video: https://www.youtube.com/watch?v=hEJaz3sinEs (08:33) Teamwork pays off – various clips. Video: https://www.youtube.com/watch?v=wuo13FrNX6g (01:22) </td> </tr> </tbody> </table> Strategies to achieve team cohesion There are many ways to achieve team cohesion. For example, promoting interaction between team members increases cohesions as team members feel more positive towards one another. This can be achieved through regular meetings that are either work-related or social. Image by Andreas Klassen on Unsplash <table> <tbody> Activity: Research and discuss <tr> <td> Your team is falling apart! Tracy doesn’t turn up to meetings, Dave doesn’t seem to trust anyone’s input, and Navish seems to be doing all the work. The team’s role is to manage the integration of a new software program to be used by staff for diary management. As a manager, you are finding it challenging to keep your team on target. · List all the factors you would consider to create better team cohesion. · Now compare your response with those of your team. Did you all have similar answers? · How did the rest of the class compare? Did their teams have the same response? </td> </tr> </tbody> </table> Group dynamics Group dynamics play a significant role in teams. Review the following article about team dynamics: https://www.mindtools.com/pages/article/improving-group-dynamics.htm Decision making Team leaders need to develop strategies to ensure that their team members have input into planning, decision making and operations relating to the team’s work. Strategies to facilitate the above could include: · holding meetings regularly · maintaining open communication channels, e.g., having an open-door policy where the team can approach you at any time · conducting surveys Image by Startup Stock Photos on Pexels · inviting feedback at any time. As a team leader, it will also be necessary to not only invite input into planning, decision making and operations, but also to foster creative thinking: Activity: Research and discuss Work in your teams to answer the following questions. · Research The Nominal Group technique . Provide a brief overview of how it operates. · What other tools are available for decision-making? Provide a brief overview of each one you find. Team cohesion for remote teams Sometimes teams have to overcome barriers to cohesion such as remote working arrangements. <table> <tbody> Activity: Research and discuss <tr> <td> Consider teams that are located over some different areas, what online collaboration tools could be used to keep your team cohesive? · Research 2-3 software tools. · Compare and contrast each one. · Use the demo to see how each works. · The team should decide on one of the collaboration software tools to use based on their findings and a team discussion. · Present your software to a group, showing how it works and why it would work for your team. </td> </tr> </tbody> </table> Policies and procedures Team leaders may need to develop policies and procedures at work. It is essential to understand the purpose of policy and procedures and what they include. Policy and procedures ensure that: · The same organisational values, goals and objectives are implemented across the RTO, for example, Codes of Conduct. · Best practice in the organisation is understood and implemented, for example, confidentiality · There is a shared understanding of particular terms or issues. · There is a consistency of approach, i.e. work being performed to the same quality over a while, or across some people. It is essential to understand the difference between a policy and a procedure. A policy is essentially a statement of principle that guides an organisation’s decision-making and service delivery. Procedures are nearly detailed instructions about how policies should be carried out. Policy and procedures essentially provide a link between the organisation’s plans and strategies and day-to-day operations. Policy and procedures should ideally be contained in the same document with a distinct section for the policy section and a specific section for the procedural section. It is imperative to understand this distinction and not to mix policy information with procedure information. See the following link for an example: https://www.comprose.com/avoiding-common-pitfalls-dont-mix-up-policies-and-procedures-how-tos/ You could also watch the following link that discusses this distinction too: <iframe loading="lazy" title="Policies, Procedures, and Standards: Best Practices for PCI DSS Compliance" width="500" height="281" src="https://www.youtube.com/embed/UdJ30x4ksFg?feature=oembed" frameborder="0" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" referrerpolicy="strict-origin-when-cross-origin" allowfullscreen></iframe> Characteristics of acceptable policy and procedure documents Features of effective policy and procedure include: · They address all aspects of operations. · They reflect the culture, value and objectives of the organisation. · They relate to logical business functions. · They are easy to understand and follow. <table> <tbody> <tr> <td> Structure of policy and procedures </td> <td> Description </td> </tr> <tr> <td> Policy Purpose </td> <td> The purpose of the policy should be clearly stated. For example, suppose the policy is about diversity. In that case, the purpose of the policy and procedure could be ‘The purpose of this policy and practice is to outline our approach to ensuring diversity within our organisation’. </td> </tr> <tr> <td> Definitions </td> <td> A policy and procedure document should include definitions partially to explain acronyms such as government bodies but also to explain terms that a user may need guidance. </td> </tr> <tr> <td> Scope </td> <td> The policy and procedure document could also include the scope of the policy, i.e. to whom it applies. </td> </tr> <tr> <td> Policy </td> <td> The main policy section should express an RTO’s intentions, aspirations and expectations and can include specific requirements to assist or direct decision-making. </td> </tr> <tr> <td> Procedures </td> <td> The procedures included in the policy and practice is the specific actions that are to be taken to achieve the information in the policy and procedure. The procedure should indicate who is responsible for carrying out the activities, as well as be written in a logical sequence to indicate the workflow. </td> </tr> </tbody> </table> <table> <tbody> Activity: Watch <tr> <td> Watch the following video about writing good policy and procedures. The video provides a range of useful key and introductory information such as what should be included within a policy and procedure and communicating policy and procedures to staff. Video: https://www.youtube.com/watch?v=BjrpvUOeHqI (07:07) </td> </tr> </tbody> </table> <table> <tbody> Activity: Research and discuss <tr> <td> Work in pairs for this activity and then present your findings to the trainer/assessor and the group. There are many diversity policies on the Internet that can be researched and used for this activity. Research an existing policy and procedure of your choice from the Internet and then: · note the name of the policy and procedure. · list the objectives of the policy and procedures. · list key inclusions of the policy and procedures. · discuss the benefits of this organisation having this policy. </td> </tr> </tbody> </table> <table> <tbody> Activity: Group work <tr> <td> Work in your teams to undertake the following: · Create an Internet Usage Policy. · Create a procedure for sending emails to clients. </td> </tr> </tbody> </table> Team feedback It is vital to give feedback to the team. Feedback can support groups to maximise their performance and enhance their professional development and growth. Being honest and providing clear communication channels will encourage a team to recognise issues, resolve problems and improve their performance to become a more effective team. Being a good communicator is a vital characteristic of an effective manager. <table> <tbody> Activity: Watch <tr> <td> It’s Big Keith’s appraisal, what will office manager David Brent make of his strengths and weaknesses? Video: https://www.youtube.com/watch?v=IkYUDQCYGHA (02:57) Awkward Performance Review. Video: https://www.youtube.com/watch?v=gdp4sPviV74 (02:38) </td> </tr> </tbody> </table> <table> <tbody> Activity: Research and discuss <tr> <td> Consider how your team have performed so far. How could you provide feedback to each team member? Create a format that you could use to create feedback for each team member. You will need to: · List down their strengths and weaknesses. · State if each team member has taken responsibility for their work roles and if not, why not. Write a paragraph for each team member that you can provide as feedback. It should: · be encouraging · show the team member is valued · provide constructive feedback on their overall performance. In your own words then describe how you would reward individual and team efforts to encourage their progress. </td> </tr> </tbody> </table> Issues and concerns Addressing issues and concerns within teams can involve team meetings, forums, problem-solving process and grievance procedures to solve issues. When problems or issues do occur, the policies and procedures set in place by the organisation will provide a clear, defined process for all concerned. For example, read the following information about best practice dispute resolution that can be followed to sort out issues in the most effective way: https://www.fairwork.gov.au/how-we-will-help/templates-and-guides/best-practice-guides/effective-dispute-resolution <table> <tbody> <tr> <td> Activity: Research </td> </tr> <tr> <td> There are many models available to support the problem-solving process. Use the Internet to search for a problem-solving approach that you could use to address the concerns you have with your team. Complete this activity in small groups and then report back to the whole group in the form of a short presentation. </td> </tr> </tbody> </table> <table> <tbody> Activity: Group work <tr> <td> Work in the same group that established a performance plan for the launch of electric cars at the end of topic 1. One of the team members who work remotely has complained that they are not receiving the necessary information on time. Due to the delays in obtaining the information, this person is unable to meet their KPI’s, and it is beginning to affect the entire team’s performance. · Hold a meeting and take turns to role-play the manager’s role. Since the person is working remotely, you will need to hold a virtual team meeting to: address the problem by providing feedback to the team. make decisions on how to resolve the issues: Make reference to any company policy, procedures, team KPI’s, etc. that is being compromised. action items to resolve the problem. make the necessary changes and communicate changes to the team. · Discuss which feedback and decision-making approaches were productive and why. · Reflect on how you can improve on your feedback and decision-making approaches </td> </tr> </tbody> </table> <table> <tbody> <tr> <td> Topic 3: Facilitate teamwork and liaise with stakeholders </td> </tr> </tbody> </table> The success of a business depends on the contributions of every member of the team. However, some teams work together better than others. There is a sense of personal ownership of all activities, believing that their contributions are valued and feeling that work is equally shared. <table> <tbody> Activity: Watch <tr> <td> Watch the video on being a role model. Video: https://www.youtube.com/watch?v=jIch3rpD7Zo (01:41) </td> </tr> </tbody> </table> Encouraging team members to participate A team leader or manager can use several strategies to encourage team members to participate. For example: · Encouraging ownership · Making everyone a leader · Setting a good example · Giving everyone the chance to input into decisions. The following diagram show strategies for developing strategies for facilitating team member input into planning, decision making and operational aspects of team tasks: Problem resolution process Source: https://www.ittoolkit.com/articles/team-participation <table> <tbody> Activity: Read <tr> <td> Read more about encouraging team members to participate at: https://work.chron.com/effective-techniques-encourage-team-members-contribute-project-5121.html Take any notes to summarise what you have read and keep for future reference. </td> </tr> </tbody> </table> Competencies Competencies refer to the collective knowledge, skills, experience, and attributes of teams required to perform work successfully. Team members’ roles must be defined in terms of the types of attitude, behaviours and skills the organisation values and requires to achieve its objectives. Linking personal and team competencies to organisation goals has many benefits. One of the key benefits is that it helps team members work more effectively and achieve their potential. Defining which competencies are necessary can help managers: · select appropriate team members · ensure that the team demonstrates sufficient expertise · effectively evaluate performance · identify skill and competency gaps more efficiently · provide relevant or appropriate training and professional development · allocate secondments · provide mentoring or coaching · recognise and reward achievements. Monitoring performance Monitoring work performance will help identify how a team is managing. It helps to keep track of what’s going on and allows for modification of work activities or roles. Steps can include: For effective monitoring, the information gathered or obtained should be accurate, timely and cost-effective. The processes should also meet the needs of the organisation. Open communication processes It is essential to have a good communication process to communicate with all stakeholders, whether that is the team, others in the organisation or even customers or suppliers. Communication should be active, regular, collaborative and ongoing. Formal methods could include: · meetings, either face to face online or teleconferencing · online collaboration · email, telephone or letters · newsletters/discussion forums · project communication either by a progress report or email update. Informal methods could include: · elevator conversations · lunch meetings · events. It is important to constantly monitor the communication channels to ensure that it is being used effectively. Management communication This can be verbal or written communication to the team leader or members of the team. Effective interpersonal communication processes are essential to the establishment and maintenance of effective teams. Communication should be continuous, relevant and appropriate to the team. Team members must also be able to communicate effectively so that: · information required to perform tasks is available · each team member collaborates to achieve results · each member can support one another. <table> <tbody> Activity: Watch <tr> <td> Watch these video about open communication and communications and leadership. Video: https://www.youtube.com/watch?v=hniJfc2FqPQ (03:01) Video: https://www.youtube.com/watch?v=bRXLTZMvy-U (05:48) </td> </tr> </tbody> </table> Conflict Organisational procedures, systems, policies, codes of conduct, documentation and processes ensure that correct steps are taken if a conflict arises. Managers must try to resolve any issues, but unresolved issues must also be addressed so that team morale and work activities can continue. Any problems that do arise should be communicated to all stakeholders professionally and confidentially. The following diagram shows the process for identifying and resolving issues, problems, concerns, determined by the team members. Problem resolution process <table> <tbody> Activity: Research and discuss <tr> <td> In the group teams, search on the Internet for conflict resolution strategies. Brainstorm with the team to create a comprehensive list to help resolve problems within the team. </td> </tr> </tbody> </table> Address unresolved problems Conflicts are not bad if they are resolved quickly and as effectively as possible. Resolving conflicts can have negative or positive outcomes. The gist of addressing any conflict is to hope that ideas, opinions and thoughts are discussed as openly or honestly as possible as long as it is done with respect and integrity. Key benefits of resolving conflicts include: · Increase in understanding of parties’ expectations · Great opportunity to work on new or improved ideas · Increase team cohesion · Improves self-awareness and knowledge · Opportunity to address issues before it has snowballing effect. <table> <tbody> <tr> <td> </td> Activity: Read </tr> <tr> <td> Read the following articles on strategies for gaining team consensus and issues/conflict resolution. Conflict Resolution, Using the “Interest-Based Relational” Approach: http://www.mindtools.com/pages/article/newLDR_81.htm 3 Techniques for Building Consensus: <blockquote class="wp-embedded-content" data-secret="KBC7JXwrM4"><a href="https://www.leadstrat.com/3-techniques-for-building-consensus-2/">3 Techniques for Building Consensus</a></blockquote> <iframe class="wp-embedded-content" sandbox="allow-scripts" security="restricted" style="position: absolute; visibility: hidden;" title="“3 Techniques for Building Consensus” — Leadership Strategies" src="https://www.leadstrat.com/3-techniques-for-building-consensus-2/embed/#?secret=alc5qudBUm#?secret=KBC7JXwrM4" data-secret="KBC7JXwrM4" width="500" height="282" frameborder="0" marginwidth="0" marginheight="0" scrolling="no"></iframe> Take any notes to summarise what you have read and keep for future reference. </td> </tr> </tbody> </table> <table> <tbody> <tr> <td> Activity: Brainstorm </td> </tr> <tr> <td> Brainstorm the process, strategies and workplace situation you learnt in this unit. Use the information to complete the following table to demonstrate your understanding of how you will manage team effectiveness. For each task identify which business policies and procedures or relevant document you will use. Also, determine three strategies of how you will manage the task. </td> </tr> <tr> <td> Manages team effectiveness </td> </tr> <tr> <td> Task </td> <td> Company policies & procedures, any relevant document </td> <td> Strategies you will use to manage the tasks effectively </td> </tr> <tr> <td> 1. Provide feedback to the team </td> <td> <td> <td> <td> <td> <td> <td> <td> <td> <td> <td> 1. 2. 3. </td> </td> </td> </td> </td> </td> </td> </td> </td> </td> </td> </tr> <tr> <td> 2. Reward others </td> 1. 2. 3. </tr> <tr> <td> 3. Model desired behaviour </td> 1. 2. 3. </tr> <tr> <td> 4. Establish an understanding of roles, responsibilities and purpose </td> 1. 2. 3. </tr> <tr> <td> 5. Support with teams meet KPIs </td> 1. 2. 3. </tr> <tr> <td> 6. Provide informal learning opportunities </td> 1. 2. 3. </tr> <tr> <td> 7. Provide formal learning opportunities </td> 1. 2. 3. </tr> <tr> <td> 8. Develop performance plans </td> 1. 2. 3. </tr> <tr> <td> 9. Update stakeholders on team performance </td> 1. 2. 3. </tr> <tr> <td> 10. Resolve conflict </td> 1. 2. 3. </tr> <tr> <td> 11. Gain team consensus </td> 1. 2. 3. </tr> </tbody> </table> Brainstorming sessions The Nominal Group technique 1. Be direct and ask for participation 2. Set ground rules to encourage participation 3. Be respectful to everyone and welcome all ideas/suggestions 4. Push for active participation throughout the session 6. Thank everyone for their contributions 5. Facilitate creative thinking identification measures comparison action 1. Identify and record the problem clearly 2. Use company document to record the problem 3. Determine the impact of every single problem 4. Prioritise problems based on the level of impact or risks to linked to it 5. 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