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Learner Guide BSBWOR502 Lead and Manage Team Effectiveness This learner guide is copyright protected and belongs to: T A B L E O F C O N T E N T S TABLE OF CONTENTS............................................................................................................................... 2 COURSE INTRODUCTION ........................................................................................................................ 5 ABOUT THIS GUIDE ...................................................................................................................................................................... 5 ABOUT THIS RESOURCE ..................................................................................................................................................... 5 ABOUT ASSESSMENT ............................................................................................................................................................ 6 ELEMENTS AND PERFORMANCE CRITERIA ...................................................................................... 8 REQUIRED SKILLS AND KNOWLEDGE ................................................................................................ 10 KNOWLEDGE EVIDENCE ......................................................................................................................................................... 10 REQUIRED SKILLS ....................................................................................................................................................................... 10 ASSESSMENT CONDITIONS .................................................................................................................... 12 PRE-REQUISITES ....................................................................................................................................... 12 TOPIC 1 – ESTABLISH TEAM PERFORMANCE PLAN ......................................................................... 13 CONSULT TEAM MEMBERS TO ESTABLISH A COMMON UNDERSTANDING OF TEAM PURPOSE, ROLES, RESPONSIBILITIES AND ACCOUNTABILITIES IN ACCORDANCE WITH ORGANISATIONAL GOALS, PLANS AND OBJECTIVES ...................................................................... 13 FUNCTIONAL WORK TEAMS ...................................................................................................................................................... 14 WHAT IS CONSULTATION? ........................................................................................................................................................ 14 SETTING CLEAR GOALS TO IMPROVE TEAMWORK ............................................................................................................. 15 TEAM DYNAMICS AND PERFORMANCE ................................................................................................................... 16 GAINING CONSENSUS........... ...

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Learner Guide BSBWOR502 Lead and Manage Team Effectiveness This learner guide is copyright protected and belongs to: T A B L E O F C O N T E N T S TABLE OF CONTENTS............................................................................ ................................................... 2 COURSE INTRODUCTION ....................................................................................... ........
......................... 5 ABOUT THIS GUIDE ............................................................................................... ....................................................................... 5 ABOUT THIS RESOURCE ............................................................................................... ...................................................... 5 ABOUT ASSESSMENT ............................................................................................... ............................................................. 6 ELEMENTS AND PERFORMANCE CRITERIA ...................................................................................... 8 REQUIRED SKILLS AND KNOWLEDGE ............................................................................................... . 10 KNOWLEDGE EVIDENCE ............................................................................................... .......................................................... 10 REQUIRED SKILLS ............................................................................................... ........................................................................ 10 ASSESSMENT CONDITIONS ............................................................................................... ..................... 12 PRE-REQUISITES ............................................................................................... ........................................ 12 TOPIC 1 – ESTABLISH TEAM PERFORMANCE PLAN ......................................................................... 13
CONSULT TEAM MEMBERS TO ESTABLISH A COMMON UNDERSTANDING OF TEAM PURPOSE, ROLES, RESPONSIBILITIES AND ACCOUNTABILITIES IN ACCORDANCE WITH ORGANISATIONAL GOALS, PLANS AND OBJECTIVES ...................................................................... 13 FUNCTIONAL WORK TEAMS ............................................................................................... ....................................................... 14 WHAT IS CONSULTATION? ............................................................................................... ......................................................... 14 SETTING CLEAR GOALS TO IMPROVE TEAMWORK ............................................................................................... .............. 15 TEAM DYNAMICS AND PERFORMANCE ............................................................................................... .................... 16 GAINING CONSENSUS.......................................................................... ...................................................................................... 17 DEVELOP PERFORMANCE PLANS TO ESTABLISH EXPECTED OUTCOMES, OUTPUTS, KEY PERFORMANCE INDICATORS AND GOALS FOR WORK TEAM ....................................................... 19 PERFORMANCE AGREEMENT ............................................................................................... ................................................... 20 DEVELOPMENT AGREEMENT
............................................................................................... ................................................... 21 SUPPORT TEAM MEMBERS IN MEETING EXPECTED PERFORMANCE OUTCOMES .............. 22 SUPPORTING TEAM MEMBERS ............................................................................................... ................................................... 22 TOPIC 2 - DEVELOP AND FACILITATE TEAM COHESION .............................................................. 23 DEVELOP STRATEGIES TO ENSURE TEAM MEMBERS HAVE INPUT INTO PLANNING, DECISION MAKING AND OPERATIONAL ASPECTS OF WORK TEAM ........................................... 23 DEVELOP POLICIES AND PROCEDURES TO ENSURE TEAM MEMBERS TAKE RESPONSIBILITY FOR OWN WORK AND ASSIST OTHERS TO UNDERTAKE REQUIRED ROLES AND RESPONSIBILITIES ............................................................................................... ............ 24 PROVIDE FEEDBACK TO TEAM MEMBERS TO ENCOURAGE, VALUE AND REWARD INDIVIDUAL AND TEAM EFFORTS AND CONTRIBUTIONS .......................................................... 26 PROVIDING REGULAR INFORMAL FEEDBACK
............................................................................................... ........................ 26 PROVIDING EFFECTIVE FEEDBACK ............................................................................................... ........................................ 27 FOCUS ON SPECIFIC BEHAVIOURS ............................................................................................... ............................................ 27 Consider the timing of feedback .................................................................................... ........... ................................................... 27 Focus on behaviour that the receiver can do something about ............................................................................................... ........ 27 Consider the needs of the person receiving the feedback ............................................................................................... ................. 28 Solicit feedback rather than impose it ............................................................................................... .......................................... 28 REINFORCING EXCELLENCE IN PERFORMANCE..................................................................... .............................................. 28 DEVELOP PROCESSES TO ENSURE THAT ISSUES, CONCERNS AND PROBLEMS IDENTIFIED BY TEAM MEMBERS ARE RECOGNISED AND ADDRESSED ............................................................ 31 TOPIC 3 - FACILITATE TEAMWORK
............................................................................................... ...... 32 ENCOURAGE TEAM MEMBERS AND INDIVIDUALS TO PARTICIPATE IN AND TO TAKE RESPONSIBILITY FOR TEAM ACTIVITIES, INCLUDING COMMUNICATION PROCESSES ...... 32 DELEGATION ............................................................................................... ............................................................................... 32 DELEGATING TO STAFF TASKS THAT ARE PART OF THEIR DUTIES ................................................................................... 32 HOW TO DELEGATE ............................................................................................... ................................................................... 33 IMPLEMENT STAFF COMMUNICATION AND MOTIVATION PROGRAMS ............................................................................. 34 INTERNAL COMMUNICATION ............................................................................................... .................................................... 34 INTERNAL DOCUMENTATION ............................................................................................... ................................................... 35 Logbook/communication book ............................................................................................... .................................................... 35 MOTIVATION ............................................................................................... ............................................................................... 35 PRACTICAL SUGGESTIONS FOR MOTIVATING EMPLOYEES
............................................................................................... .. 35 EMPOWERMENT ............................................................................................... .......................................................................... 36 OPPORTUNITIES FOR INDIVIDUAL DEVELOPMENT ............................................................................................... .............. 37 SUPPORT THE TEAM IN IDENTIFYING AND RESOLVING WORK PERFORMANCE PROBLEMS ............................................................................................... ....................................................................... 38 CONDUCT PERFORMANCE MANAGEMENT IN ACCORDANCE WITH ORGANISATIONAL PROTOCOLS AND TIMELINES ............................................................................................... ............................................................................................... ......... 38 MONITORING PERFORMANCE ON A CONTINUOUS BASIS ............................................................................................... .... 38 IDENTIFYING AND ADDRESSING POOR PERFORMANCE ............................................................................................... ...... 39 Poor task allocation ............................................................................................... .................................................................... 39 Poor communication of the task requirements ...............................................................................................
.............................. 39 Insufficient support ............................................................................................... ...................................................................... 40 Motivational problems ............................................................................................... ................................................................. 41 ADDRESSING POOR PERFORMANCE ............................................................................................... ........................................ 41 ENSURE OWN CONTRIBUTION TO WORK TEAM SERVES AS A ROLE MODEL FOR OTHERS AND ENHANCES THE ORGANISATION'S IMAGE FOR ALL STAKEHOLDERS ............................ 43 WHAT TO ASSESS? ............................................................................................... ........................................................................ 43 DEVELOPING AND REVIEWING PERSONAL DEVELOPMENT OBJECTIVES ....................................................................... 44 ACCEPTING RESPONSIBILITY FOR SELF-DEVELOPMENT ............................................................................................... ..... 45 REVIEWING PERSONAL PROGRESS AND PERFORMANCE..................................................................... ................................ 46 ROLE-MODELLING BEHAVIOUR ............................................................................................... ............................................... 47 TOPIC 4 - LIAISE WITH STAKEHOLDERS ............................................................................................
49 ESTABLISH AND MAINTAIN OPEN COMMUNICATION PROCESSES WITH ALL STAKEHOLDERS ............................................................................................... ........................................ 49 COMMUNICATE INFORMATION FROM LINE MANAGER/MANAGEMENT TO THE TEAM .... 51 COMMUNICATE UNRESOLVED ISSUES, CONCERNS AND PROBLEMS RAISED BY TEAM MEMBERS AND FOLLOW-UP WITH LINE MANAGER/MANAGEMENT AND OTHER RELEVANT STAKEHOLDERS ............................................................................................... .................. 52 APPROACHES TO COMMUNICATING WITH OTHERS ............................................................................................... .............. 52 EVALUATE AND TAKE NECESSARY CORRECTIVE ACTION REGARDING UNRESOLVED ISSUES, CONCERNS AND PROBLEMS RAISED BY INTERNAL OR EXTERNAL STAKEHOLDERS ............................................................................................... ........................................ 54
ORAL WARNING ............................................................................................... .......................................................................... 54 WRITTEN WARNING ............................................................................................... ................................................................... 54 SUMMARY ............................................................................................... .................................................... 56 REFERENCES ............................................................................................... ............................................. 57
C O U R S E I N T R O D U C T I O N ABOUT THIS GUIDE This resource covers the unit BSBWOR502 - Lead and manage team effectiveness. This unit describes the skills and knowledge required to lead teams in the workplace and to actively engage with the management of the organisation. It applies to individuals working at a managerial level who facilitate work teams 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, 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. ABOUT THIS RESOURCE This resource brings together information to develop your knowledge about this unit. The information is designed to reflect the requirements of the unit and uses headings to makes it easier to follow. Read through this resource to develop your knowledge in preparation for your assessment. You will be required to complete the assessment tools that are included in your program. At the back of the resource are a list of references you may find useful to review. As a student it is important to extend your learning and to search out text books, internet sites, talk to people at work and read newspaper articles and journals which can provide additional
learning material. Your trainer may include additional information and provide activities. Slide presentations and assessments in class to support your learning. ABOUT ASSESSMENT Throughout your training we are committed to your learning by providing a training and assessment framework that ensures the knowledge gained through training is translated into practical on the job improvements. You are going to be assessed for: activities that apply to your workplace. ly your learning. these on the job.
You will receive an overall result of Competent or Not Yet Competent for the assessment of this unit. The assessment is a competency based assessment, which has no pass or fail. You are either competent or not yet competent. Not Yet Competent means that you still are in the process of understanding and acquiring the skills and knowledge required to be marked competent. The assessment process is made up of a number of assessment methods. You are required to achieve a satisfactory result in each of these to be deemed competent overall. All of your assessment and training is provided as a positive learning tool. Your assessor will guide your learning and provide feedback on your responses to the assessment. For valid and reliable assessment of this unit, a range of assessment methods will be used to assess practical skills and knowledge. Your assessment may be conducted through a combination of the following methods:
The assessment tool for this unit should be completed within the specified time period following the delivery of the unit. If you feel you are not yet ready for assessment, discuss this with your trainer and assessor. To be successful in this unit you will need to relate your learning to your workplace. You may be required to demonstrate your skills and be observed by your assessor in your workplace environment. Some units provide for a simulated work environment and your trainer and assessor will outline the requirements in these instances.
E L E M E N T S A N D P E R F O R M A N C E C R I T E R I A 1. Establish team performance plan 1.1 Consult team members to establish a common understanding of team purpose, roles, responsibilities and accountabilities in accordance with organisational goals, plans and objectives 1.2 Develop performance plans to establish expected outcomes, outputs, 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 to ensure team members have input into planning, decision making and operational aspects of work team 2.2 Develop policies and procedures to ensure team members take
responsibility for own work and assist others to undertake required roles and responsibilities 2.3 Provide feedback to team members to encourage, value and reward individual and team efforts and contributions 2.4 Develop processes to ensure that issues, concerns and problems identified by team members are recognised and addressed 3. Facilitate teamwork 3.1 Encourage team members and individuals to participate in and to take responsibility for team activities, including communication processes 3.2 Support the team in identifying and resolving work performance problems 3.3 Ensure own contribution to work team serves as a role model for others and enhances the organisation’s image for all stakeholders 4. Liaise with stakeholders 4.1 Establish and maintain open communication processes with all stakeholders
4.2 Communicate information from line manager/management to the team 4.3 Communicate unresolved issues, concerns and problems raised by team members and follow-up with line manager/management and other relevant stakeholders 4.4 Evaluate and take necessary corrective action regarding unresolved issues, concerns and problems raised by internal or external stakeholders R E Q U I R E D S K I L L S A N D K N O W L E D G E This describes the essential knowledge and skills and their level required for this unit. KNOWLEDGE EVIDENCE To complete the unit requirements safely and effectively, the individual must:
performance participation and performance REQUIRED SKILLS Evidence of the ability to: cohesion and work outcomes including: o Encouraging and fostering shared understanding of purpose, roles and responsibilities o Identifying and resolving problems o Providing feedback to encourage, value and reward others o Modelling desired behaviour and practices edures to ensure team members take responsibility for own work and assist others to undertake required roles and
responsibilities issues mes including providing formal and informal learning opportunities as needed (kpis), outputs and goals for individuals or the team which incorporate input from stakeholders ffectively with a range of stakeholders about team performance plans and team performance -way flow of information between team and management relevant to team performance unresolved issues, concerns and problems raised by internal or external stakeholders.
A S S E S S M E N T C O N D I T I O N S The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required knowledge and skills, the range statement and the assessment guidelines for this Training Package. Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the industry capability - workplace effectiveness field of work and include access to: isfy NVR/AQTF assessor requirements P R E - R E Q U I S I T E S This unit must be assessed after the following pre-requisite unit:
There are no pre-requisites for this unit T O P I C 1 – E S T A B L I S H T E A M P E R F O R M A N C E P L A N CONSU LT TEAM MEMBERS TO ESTABLISH A COMM ON UNDERSTANDING OF TEA M PU RPOSE, ROLES, RESPONS IB ILITIES AND ACCOU NTABILIT IES IN ACCORDANCE WITH ORGA NIS ATIONAL GOAL S, PL ANS AND OBJECT IVES A team is commonly defined as a small number of people with complementary skills who are committed to: purpose; achieve the team’s purpose
Mutual accountability Generally, teams are made up of an organisation’s own workforce, including full‐time, part‐time and temporary labour. Below is some of the typical team types encountered in the work environment: e teams will be the key focus of this workbook) -solving teams FUNCTIONAL WORK TEAMS
“Functional work teams are based on the structure of the organisation. Every individual in the team performs tasks to support the team in achieving the targets and contributing to organisational results. Functional work teams also take on the role of problem-solving or gaining consensus.”1 The benefits of work teams to organisations are: to team members understand the job empowerment WHAT IS CONSULTATION ? The opportunity to provide and receive information and to participate in meaningful discussion on relevant matters affecting the way we do or manage things in the workplace.
Involvement by all members of the team means that any workplace changes will be more readily accepted and implemented. Everyone wants to be informed and asked for their ideas. It will also ensure clarity for staff members around their roles and responsibilities in relation to team performance. 1 http://www.softwarepublications.com.au/files/Samples/Sample% 20pages%20from%202-10- 4%20BSBWOR502B%20Ensure%20team%20effectivness%20L G%205%20Jan%202012-2.pdf What makes good consultation? without condemnation o fully consider the matters raised SETTING CLEAR GOALS TO IMPROVE TEAMWORK A team without a goal is like a house without a frame - it will simply fall apart with the slightest nudge. Every organisation, whether it produces cars or assists people with their health needs,
should have a clear goal in mind. Individual teams must understand what that goal is, and know their role - both individually and as a group - in accomplishing it. Keep all goals posted somewhere highly visible in the office. Refer back to them whenever team members start losing sight of what's important. To accomplish your goal, the team must have the right tools. At the beginning of the project, create a list of everything you'll need -- in terms of both staffing and resources. Set up a results-oriented structure that encourages the team to achieve its goals. For example, the goal of an IT team in an advertising agency might be to upgrade the design equipment so the agency can launch a new social media campaign. The goal of a health centre might be to assist clients/patients with referrals to specialists and providing information on good health and exercise programs. Set up a list of tasks that will lead you to your final goal, with specific deadlines to accomplish each of these tasks. Make sure each
team member commits to finishing each task on schedule. Accountability is important in a team goal setting. Members need to understand that each of them will be personally responsible if the team succeeds - and if it fails. Members who slack off need to bear responsibility, and those who excel should be recognised. Have a clear and obvious method in place for measuring the team's success.3 2 http://legalrepresentations.co.uk/Services/Consultations.aspx 3 http://money.howstuffworks.com/business/starting-a-job/how- to-improve-teamwork-i... http://money.howstuffworks.com/business/starting-a-job/how- to-improve-teamwork-in-workplace2.htm TEAM DYNAMICS AND PE RFORMANCE Team dynamics are a very important part of working life. They can have a big impact on:
Company reputation However, team dynamics are often neglected or ignored. This can have a significant impact on the way a team works. Team dynamics can make a significant different to team performance though unproductive conflict, mistrust, demotivation, the loss of skilled staff, and the loss of revenue. If you identify that the team is not working well there are some things that you can do: personnel, or change of office layout. specific work or team performance issues. interpersonal dynamics.
resistance to the work of the team. or understand others’ views of the team’s performance. and behaviours to the organisation’s norms. communication.4 4 http://www.teamtechnology.co.uk/team/dynamics/strategies/ GAINING CONSENSUS Consensus building (also known as collaborative problem solving or collaboration) is a conflict- resolution process used mainly to settle complex, multiparty disputes. The process allows various stakeholders (parties with an interest in the problem or issue) to work together to develop a
mutually acceptable solution. The stages of consensus building include: steps. They include securing funds, finding a location, and choosing a convener and/or mediator or facilitator. acting as facilitators or mediators, although they usually involve the parties to some extent, sometimes to a large extent. At the least they will design a process, present it to the parties, and get their approval on it. the "problem identification" of step one. Rather it identifies all the issues, and all the ways the stakeholders have of "framing" or defining the problem(s) or
conflicting issues. the group decides on any single course of action, it is best to explore a variety of options or alternative solutions. one approach, which is fine-tuned, often through a single negotiating text, until all the parties at the table agree. This is where consensus building differs from majority rule decision making in that everyone involved must agree with the final decision -- there is no vote. agreement back to their team members or those who are affected by the decision and try to get it approved. building. Consensus building often results in creative and strong agreements, but implementing those agreements is an entirely separate task. If careful attention is not given to certain issues during the
implementation phase, agreements may fall apart. These issues include building support with those who are affected by the agreement, monitoring the agreement, and ensuring compliance.5 5 http://www.beyondintractability.org/essay/consensus-building DEVELOP PERFORMANCE PLANS TO ESTABLISH EXPECTED OUTCOMES, OU TPUTS, K EY PERFORMANCE INDIC ATORS AND GOALS F OR WORK T E AM Performance planning is developed at the beginning of a new role or performance cycle. It is the process of discussing and agreeing on:
It provides an on-going platform for continuous improvement, review and performance evaluation. You can use a team-based approach to performance management by developing a performance plan for a team rather than an individual. In this case, you will need to ensure that everyone knows what is expected of them within that plan. There are two stages at which a performance plan should be developed: Initially – upon employment or new job role. These plans include: Upon the need for improvement – when an employee lacks in performance and performance improvement plan should be developed. Inadequate or poor performance can have a number of negative impacts on individuals and teams. As a Team Leader, you may experience decreases in
team productivity and cohesiveness and an increase in conflict and dissatisfaction. A Performance Improvement Plan should provide performance criteria on: actions (i.e. mentor, buddy) ame for achieving each action Below is a generic performance plan template for you to use. Your organisation may have its own that you should use if available. PERFORMANCE AGREEMEN T Employee: Role: Date:
Review Dates: Date: Date: Date: Task/ responsibilities Key outcomes Actual Performance <List the tasks and areas of responsibilities relevant to the position> <Describe what doing the job well looks like> <Comments on performance as at review dates>
Employer Signature: Employee Signature: DEVELOPMENT AGREEMEN T The following development needs have been discussed and agreed to be undertaken over the next <number of> months. Areas for development Actions <These can be tasks, skills or behaviours that following discussions are agreed to require development>
<These are activities that will assist in development. They could be class training at TAFE, on-the-job training, coaching from someone with the required skill > Employer Signature: Employee Signature: SUPPORT TEAM MEMBERS IN MEETING EXPECTED
PERFORMANCE OUTCOMES Teams are the backbone that drives most organisations. Whether it's a functional team, a team of managers or a project team, people get most done when they work together effectively. So when members of a team don't work well together, performance and productivity can suffer. That's not good for anyone. Hostility, conflicting goals, and unclear expectations within your team are symptoms of an unhealthy team. To avoid these harmful effects, you need be proactive about improving team performance. And even when a team is meeting its objectives, there's often room for improvement. Supporting your team through good team coaching can help to take your team to the next level. It's a worthwhile activity and is an essential tool for management and leadership. SUPPORTING TEAM MEMB ERS It is important to support team members to ensure that team goals are met. Supporting team members involves:
lems T O P I C 2 - D E V E L O P A N D F A C I L I T A T E T E A M C O H E S I O N DEVELOP STRATEGIES T O ENS URE TEAM MEMBER S HAVE INPUT INT O P L ANNING, DECIS ION MAKING AND OPERAT IONAL ASPECTS OF WORK TEAM The people you work with are your most important resource. Their skills, knowledge and experience are the most important thing when developing an effective team. People performing a role consistently will have invaluable knowledge that can be used to assist in achieving work goals. They are familiar with what can go wrong, what difficulties there can be and what needs to
be done to get things right. Staff members who are involved and who participate in decision- making and improvement processes feel most committed to making the changes work. They are vital to the continuous improvement process. As a leader, you will have responsibility for ensuring the team has the physical resources that they need to complete their tasks effectively and achieve their goals, key performance indicators and objectives. Creating relationships with staff members will inevitably ensure effective working relationships. Using the four following attributes of relationships will ensure a great team environment: manner is vital to teams. Being open and honest means providing ALL the information needed to get the job done. people will not trust you, so make sure when you give answers and information they are
given honestly and sincerely. productivity can enhance a working relationship. It is important that you become accountable and cooperate in order to achieve the teams aims and objectives -operation: this is vital to a team environment. Without co- operation there is no team. Each person must know their role and perform their part in order to achieve goals and objectives. DEVELOP POLICIES AND PROCEDURES TO ENSUR E TEAM MEMBERS TAKE RESPONS IBIL IT Y FOR OWN WORK AND ASSIST OTHERS TO UND ERTAKE REQU IRED ROL E S AND RESPONS IB ILITIES There are many policies and procedures that are written
specifically for team members. These may include: operational functions out for the completion of actions and tasks You should ensure you have policies and procedures that outline how team members can take responsibility for their own work and how they can assist others with their workload. For example: Below is a Policy on Employee Supervision and Appraisal used as an example. 1. Background Bowman Health Clinic is a non-profit organisation established for the purpose of supporting people with disabilities and their families living in the Shire of Elaine. The services offered by Bowman Health Clinic include group home accommodation, in-home respite, out-of-home respite, home help and community access. Community Enterprise is a non-profit, community organisation which is governed by a management committee elected
annually by the members. Community Enterprise receives all of its operating funds from the Western Australian Government in the form of an annual grant. 2. Purpose and Scope The purpose of this policy is to set out specific procedures and performance standards to ensure that employees and volunteers of the organisation are properly supervised and their performance is regularly appraised. This policy is framed around Standard 8 of the Disability Services Standards (1993) and provides for the: appropriate to the employee’s duties and responsibilities sion process and training and development goals This policy applies to all of the organisation’s programs and activities. 3. Policy Statement The organisation is committed to ensuring that all employees are properly supervised and their performance is regularly appraised. The policy aims to achieve this objective by implementing a formal supervision system linked to agreed training and development goals and an objective performance appraisal process. The policy will assist the organisation to meet its obligations under Standard 8 of the Disability Services Standards (1993) to practice sound management standards which maximise outcomes for consumers.
4. Procedures The following procedures are to be implemented to ensure that the organisation meets its policy objective of ensuring that all employees are properly supervised and appraised. The organisation will: 4.1 Establish formal supervision procedures for all organisation employees and volunteers. 4.2 Ensure that every employee and volunteer is allocated a supervisor and receives regular supervision. 4.3 Provide all employees in supervisory roles with appropriate written information and/or formal training on performance based supervision. 4.4 Ensure that all volunteers receive regular supervision in a manner and at a frequency that is appropriate to their tasks and responsibilities. 4.5 Ensure that all employees have one formal supervision session per month with their allocated supervisor. 4.6 Require the supervisor to maintain written records of the content and outcomes of each employee supervision session. 4.7 Require the supervisor to maintain an Employee Training and Development Record for each employee in accordance with the Policy on Employee Training and Development. 4.8 Complete an annual performance appraisal on all organisation employees at least once per year. 4.9 Include in the annual performance appraisal a rating of the employee’s performance against the duty statement, outcome of training and development activities, employee strengths and areas for improvement, and recommendations for further training and development.
5. Performance Standards The following performance standards must be met to ensure that the procedures specified in Section 4 are implemented effectively: 5.1 All new employees have been provided with a copy of the organisation’s Policy on Employee Supervision and Appraisal and a staff copy of the policy is kept in each service outlet. 5.2 All employees and volunteers have an identified supervisor. 5.3 Employees have received formal supervision at not less than monthly intervals. 5.4 Supervisors understand their role as a supervisor. 5.5 Written records of supervision sessions have been maintained in an appropriate file by the supervisor. 5.6 Employees have a written annual appraisal of their performance completed by their supervisor at least annually and within one month of their appointment anniversary date. 5.7 Any grievances have been addressed in accordance with the supervision and appraisal principles and procedures outlined in this policy and the Policy on Staff Grievances. 6. Review of the Policy This policy will be reviewed on a two yearly basis. However, if at any time the legislative, policy or funding environment is so altered that the policy is no longer appropriate in its current form, the policy will be reviewed immediately and amended accordingly. 6 (This policy was based on the Community Enterprise Inc. Policy on Management Committee Members. Code of Conduct)
As you can see there are procedures that outline the employee’s responsibilities in relation to their own work and assisting others. There will be many more that are required for your organisation and if you do not have them you will need to develop them in accordance with the organisations guidelines in relation to developing policies and procedures. 6 http://www.disability.wa.gov.au/Global/Publications/For%20dis ability%20service%2... http://www.disability.wa.gov.au/Global/Publications/For%20dis ability%20service%20providers/Guidelines%20and%20policies/ Policy%20and%20Procedure%20Manual/pnpmanual_8- 8employeesupervisionappraisal_(id_90_ver_1.0.1).doc PROVIDE FEEDBACK TO TEAM MEMBERS TO ENCOURAGE, VALUE AND RE WARD IND IVIDUAL AND TEAM EFF ORTS AND CONTRIBU TIONS PROVIDING REGULAR IN FORMAL FEEDBACK Performance feedback has a high correlation with job
satisfaction and employees are generally not satisfied when feedback in the workplace is not effectively conducted. Feedback illustrates what interpersonal communication is all about; a combination of information, mutual understanding and recognition. Feedback can be: tive Performance feedback may also be used at different times. This is generally categories as occurring either at: Managers need to consider the use of the primacy-recency factor. This means that people tend
to remember the first and last things that are said, more than they remember the information in the middle. Feedback may contain negatives – a need for improvement, as opposed to positives – a reinforcement of excellent behaviour. A manager can choose to leave the employee with feedback that focuses on a positive or deliberately choose to leave the employee with feedback that focuses on a negative – such as a need for immediate improvement. Performance feedback generally refers to informal communication in the workplace about an employee’s abilities to meet the required outcomes and standards. The feedback and communication are generally not documented, or it may be noted in a manager’s diary. PROVIDING EFFECTIVE FEEDBACK Feedback does not help resolve the causes of the problem,
grievance or conflict? Consider throwing the solution search back to the team member. Let them place the words around what represents a satisfactory solution to the issues or matters underpinning the problem. Listen actively and be willing to let them navigate a way to the root cause. Be prepared to co- operate and offer assistance within your means and capabilities, even if some expectations cannot be fully met. If a possible solution arises, confirm what can be done and be specific. Do not raise expectations, and do not promise to take actions and adopt solutions that cannot be delivered. Feedback is a vital learning tool that enables the identification of areas for improvement and the ongoing support of learning activities. It is an important component of coaching and in monitoring learning outcomes. Some of the reasons why feedback is not used more effectively in organisations is that it requires communication skills that are not always present in individuals
and negative feedback is often ignored. People are usually happy to give and receive positive feedback but often feel uncomfortable when it comes to addressing areas for improvement. FOCUS ON SPECIFIC BE HAVIOURS When giving feedback try to focus on the behaviour rather than the person. Avoid value judgements such as "You have a bad attitude." Not only is a statement like this too vague to offer any practical suggestions for improvement, it is also guaranteed to provoke a defensive reaction. Even positive feedback should state how the person has done a good job, according to their clearly identifiable actions. CONSIDER THE TIMING OF FEEDBACK It is much more effective to provide feedback as soon as possible after the behaviour. This establishes a link between the feedback and the behaviour that enables accurate reflection. Feedback prior to the behaviour may also be effective in enabling the manager to provide
constructive advice before a mistake occurs. FOCUS ON BEHAVIOUR THAT THE RECEIVER CAN DO SOMETHING ABOUT There is really no point giving feedback about someone's personality or other personal issues that they cannot change. This is incredibly alienating for an individual and leads to feelings of anger and resentment. This doesn't mean that some topics are not to be discussed, but it is much better to focus sensitively on how the individual may improve using the skills at their disposal. Use feedback to focus on goals rather than personalities. CONSIDER THE NEEDS OF THE PERSON RECEIVING THE FEEDBACK A previous recommendation suggested providing feedback straight after the event. This can be dangerous sometimes when you are angry about what has happened. Do not use a feedback opportunity to "dump" on the person. This might make you feel better, but it will inevitably
damage your relationship. As in the previous example, attempt to understand how the other person feels and provide your perspective in a rational manner. SOLICIT FEEDBACK RATHER THAN IMPOSE IT Feedback is a two-way street; you can't expect to give it without also receiving some in return. Almost all of the previous examples of good feedback involve a question. Remember that questions enable you to focus the individual's attention on important underlying issues in a productive, non-defensive manner. Your point of view is not always the best, and you should not always try to impose your view on another. Be prepared to work on an issue cooperatively and use feedback as a useful tool for uncovering problems before they eventuate. REINFORCING EXCELLEN CE IN PERFORMANCE Recognition is a communications tool that reinforces and rewards the most important outcomes. When you recognise people effectively, you reinforce the actions and behaviours you most want to see your team repeat.
An effective recognition system is simple, immediate, and powerfully reinforcing. When you consider employee recognition processes, you need to develop recognition that is equally powerful for both the organisation and the team member. Recognition should be: Jim Brintnall, in his article, “What Makes a Good Reward?” in Recognition News, Vol. 2, Issue 2, said “recognition has to be SMART! That means the rewards should be: - Above all else, a good reward should reflect a genuine expression of appreciation. Token acknowledgements leave something to be desired - To endure a motivating influence, rewards should be aligned with the values, goals, and priorities that matter the most - The diverse workplace demands alternatives. Consider creative options to keep your program fresh. No single reward format works for everyone all the time. [Recognition should be adapted and valuable to the receiver.] - Some personal dimension is essential to a good
reward. No matter how formal or informal, expensive or affordable, the relevance of any recognition will be improved with a personal touch – it’s a little thing that makes a big difference. [Recognition should be provided by someone of significance to the receiver.] - It is important that rewards respond to the behavior they are intending to reinforce. Don’t let too much time pass or the reward may be devalued and credibility eroded. To ensure that employees tie recognition into the work unit or agency’s strategic goals, be certain to tell employees what they did right and how it interacts with the goals. Provide the opportunity for recognition to come from a variety of sources. Peer-to-peer recognition usually is highly valued by employees. It can be used to develop a supportive work environment” “For many employees, recognition received through the expression of genuine appreciation for the work they do is a reward. Being involved in a project or receiving special training may be another’s reward. Make no mistake, however, that most employees would not turn down a monetary, non-monetary or recognition leave reward!”7 “In developing your rewards incorporating gifts or prizes, remember that some employees will receive them and others will not. Make sure you understand the goals of your reward and if a particular reward works well in your work unit.
To ensure the recognition is motivating team members and adding value to the business the following criteria must be met: 7 http://www.depts.ttu.edu/operations/Planning-and-Training- Documents/Employee- Development/Recognition-Guide.pdf contribution constitutes rewardable behaviour or actions bout what behaviours or actions are being rewarded and recognised the criteria receives the reward the actions as possible, so the recognition reinforces behaviour you want to encourage8
8 http://humanresources.about.com/od/rewardrecognition/a/recogn ition_tip.htm http://humanresources.about.com/od/rewardrecognition/a/recogn ition_tip.htm DEVELOP PROCESSES TO ENSURE THAT ISSUES, CONCERNS AND P ROBLEMS IDE NTIF IED BY TEAM MEMBERS A RE RECOGNISED AND ADDRE S SED You will often come across issues, concerns and problems in the workplace; this is just a fact of life. You will need to ensure that there is a process for identifying and addressing these issues. The solution is to have a process that you follow when you need to make a change or solve a problem; a process that will ensure you plan, test and incorporate feedback before you commit to implementation. “A popular tool for doing just this is the Plan-Do-Check-Act Cycle. This is often referred to as the Deming Cycle or the Deming Wheel after its proponent, W Edwards Deming. It is also sometimes called the Shewhart Cycle.” Deming is best known as a pioneer of the quality management
approach and for introducing statistical process control techniques for manufacturing to the Japanese, who used them with great success. He believed that a key source of production quality lay in having clearly defined, repeatable processes. And so the PDCA Cycle as an approach to change and problem solving is very much at the heart of Deming's quality-driven philosophy. The four phases in the Plan-Do-Check-Act Cycle involve: problem analysing whether it could be improved in any way There can be any number of iterations of the "Do" and a “Check” phase, as the solution is refined, retested, re-refined and retested again.9 - First, identify exactly what the problem is. Then gather other information and start deciding on a solution. - This phase involves several activities: o Generate possible solutions o Select the best of these solutions
o Implement a pilot project on a small scale basis - In this phase, you measure how effective the pilot solution has been, and gather together anything you have learned from it that could make it even better. If your check has come up with more problems, you may have to repeat the process. - Now you implement your solution fully. Developing and implementing this problem solving tool will enhance your ability to manage issues and problems faced daily in the workplace. 9 http://supplychainimprovers.org/tag/w-edwards-deming/ T O P I C 3 - F A C I L I T A T E T E A M W O R K ENCOURAGE TE AM MEMBE RS AND INDIVIDU AL S T O PARTICIP ATE IN AND T O TAKE RESPONS IB ILIT Y FOR TEAM ACT IVITIES, INCLUDIN G COMMUNICATION PROC ESSES DELEGATION
Delegation is regarded as a legitimate role that managers must undertake. When delegating work (or "tasks"), it is important that responsibilities are clearly defined. Store policies in this regard may encourage - or prohibit - delegation of certain tasks to certain positions, or limit the extent of the delegation that may occur. Further policies may indicate the remuneration implications that are likely to flow from the delegation of certain tasks. In this workplace context, delegation has two meanings: responsibilities that are part of their normal duties supervisory/managerial duties (tasks and responsibilities) to team members who are willing to take these on10 DELEGATING TO STAFF TASKS THAT ARE PART OF THEIR DUTIES The way that you go about delegation of tasks and responsibilities to team members depends on
the level of staff you are supervising. Obviously, the more responsibility a staff member has, the less likely you are to delegate specific tasks and responsibilities to them. You are more likely in this instance to agree on goals or objectives and the employee will then go about determining and prioritising their own tasks. But with less experienced staff and more junior or lower level positions; more direction is required on the part of the manager. 10 http://www.waseantourism.com/ft/Approved%20Toolboxes%20 &%20Competency%20stan... http://www.waseantourism.com/ft/Approved%20Toolboxes%20 &amp;%20Competency%20standards/Monitor%20workplace%2 0operations/TM_Manage_workplace_operations_refined.docx HOW TO DELEGATE Delegation is a great way to train team members. It gives them more responsibility, it stretches them within the workplace and it demonstrates that you have
faith in them as thinking, intelligent people who can be trusted to do the job right and do the right thing by the store. BUT, the delegation has to be done properly, or it can be one of the most disastrous and counterproductive things you ever do. Some points to consider when delegating tasks and responsibilities in this instance are: responsibility to be delegated being delegated, and why it has to be done in the way you are specifying - clear communication and full and detailed explanation (as is so often the case in so many other areas) is critical here, too about the delegation - it is best to do this in private rather than in public, so don't do it where the person may
feel under pressure - work out what you'll say, the sequence you'll explain it in, the benefits of them being delegated to and any drawbacks that might be involved - don't hurry the explanation or it can be seen as manipulation - in the correct and logical sequence, explaining all of the steps training and demonstration - to encourage participation and reduce possible anxieties understands what is being said or shown to them - ask them questions or get them to demonstrate what is actually required confident - never delegate any task where you believe the person may fail
IMPLEMENT STAFF COMM UNICATION AND MOTIVA TION PROGRAMS There are numerous ways to communicate with staff. They include: -on-one talks -verbal communication - never underestimate the value of body language throughout the working day Listen to your staff - there may be ways that they prefer to be supported, and certain communication styles that they prefer. INTERNAL COMMUNICATION It is essential that new staff be informed of the protocols that apply to communicating within the store. Failure to follow these store guidelines can create
confusion, cause conflict and generate feelings of ill-will. The chain of command is simply the hierarchy that exists in the store and the organisational lines that connect the different positions/job roles. Traditionally, team members are expected to report to the person shown on the organisational chart as being the next one above them (or, in organisational charts that are laid out horizontally, to their right). In some cases, team members will be expected to communicate with numerous people while in other settings all the communications go through just one person. This style of reporting or communication ensures that information progresses through an organisation in the "correct" sequence for that business. No people, or positions, are skipped - things move "along the chain" in a predictable fashion according to preconceived arrangements. Where this style of communication is the norm, you must ensure
that you point out to staff that going over someone's head is to be frowned on. Team members must be urged to communicate according to the lines set down in the organisational chart. INTERNAL DOCUMENTATION Not all communication is verbal, and most stores have a series of documents that function as communications - message pads, order forms, sales dockets, memos, maintenance requests, requisitions and applications for leave. Make sure you inform staff of what documentation they need to complete, what needs to be included, when they must be used, how many copies there must be, and where the document goes once filled in. It can be useful to give all new team members a completed sample document they can use as a reference.
LOGBOOK/COMMUNICATION BOOK Some businesses have a book of some sort that serves as the communication book for the office or the department. Basically, this book, which can simply be an exercise book, is kept in a central location and used by management to communicate with staff and by staff to communicate with each other. Where this is used, you must stress to team members that they are expected to check the book daily and preferably twice a day. The book can advise of problems, suspicious people, upcoming meetings, roster changes, new products and training arrangements. MOTIVATION A pivotal aspect of leading a team is to create an environment in which team members are motivated to achieve high standards of performance. This is important for you and your career; you need to realise that the way your staff perform is a direct reflection of your abilities.
Management will judge you, by the way, your staff members perform. Motivation is a way of improving staff morale, gaining the cooperation of others, maintaining or positively changing the culture of the business and raising team cohesion. PRACTICAL SUGGESTION S FOR MOTIVATING EMP LOYEES There is no simple, universal, single way of motivating all team members; staff members have individual needs, and motivation programs should match their personal triggers. Some guidelines are:
m for equity It is definitely a difficult question to identify what motivates people. Much of the research on motivation talks about incentives and rewards, which can be very successful; however, it is known that for many people, job motivation is driven by more personal reasons - money is frequently not a prime motivator. The motivating factors can be: Having opportunities for advancement If you're not sure about what works as a motivator for your team members - try asking them. This straightforward approach can create a beautiful win-win result for everyone.
EMPOWERMENT Empowerment is the handing down of power to employees in an organisation. Power increases motivation because people are able to improve their own effectiveness by choosing how to do a task using their own creativity, ideas and methods. Empowering employees’ means giving them the ability to act more freely and independently in their jobs through providing them with: Never empower your staff unless you have permission to do so. OPPORTUNITIES FOR IN DIVIDUAL DEVELOPMENT Opportunities for individual development within the organisation include:
development hance to perform in a higher position representative Remember that, as a general rule, it is better spending time motivating and training staff than just giving orders. SUPPORT THE TEAM IN IDENTIFYING AND RESO LVING WORK PERFORMANCE PRO BLE MS CONDUCT PERFORMANCE MANAGEMENT IN ACCORD ANCE WITH
ORGANISATIONAL PROTO COLS AND TIMELINES Most organisations will have set times when appraisals are conducted. In Australia, this is usually in June and sometimes a second one in December, aligning with the Australian financial year. Organisations operating in different financial years may have a different time. For example, Australian companies that are Japanese subsidiaries have a financial year April 1 to March 30, and so the performance appraisal is moved accordingly. It is important to observe other protocols that exist with appraisals. These will be unique to each organisation. For example, some companies have quotas on the percentage of people that can be given a certain score. Statistically on a five point scale the score of all employees should be spread according to a bell curve, so that 2.5% of people score 1, 15% score 2, 65% score 3, 15% score 4 and 2.5% score 5. However, some companies allow a skew to the right so that the average score is no longer 3, but a little higher. This is usually done to manage employees self-
esteem, as most people believe that they are better than ‘average’. The dark columns show the distribution of scores under a normal bell curve, the light curve shows typical skewing. MONITORING PERFORMAN CE ON A CONTINUOUS B ASIS It is important to remember that performance needs to be continually monitored. There is no value in leaving difficult issues to appraisal time when the employee has no chance to rectify them, and undesirable behaviour or habits have become ingrained. Performance, particularly underperformance, needs to be monitored regularly. This can be done with mini-deadlines for part of the task to get completed. Setting goals along the way is a useful tool to stop work being left to the last minute? This topic is built upon in the next element. For example, if you were writing a book, you might aim to have each chapter finished by the end of each month. Mini deadlines, aligning with the overall deadline keep you on track.
IDENTIFYING AND ADDR ESSING POOR PERFORMA NCE When tasks have not been completed to the manager’s satisfaction, remedial action must be taken to address the situation. This includes deciding on the cause of the poor work performance. Poor work results can be caused by a number of factors and combinations of factors. This includes consideration of the following: POOR TASK ALLOCATION If the task was allocated to an inappropriate person, then the task completion is likely to be poor. Poor task allocation may occur because of: capable of completing the task properly the task to the required standards ll need to redeem the situation by considering the following:
etc. are met employee from completing the task properly. This could involve development such as coaching complete particular tasks, so they are not allocated to them again POOR COMMUNICATION OF THE TASK REQUIREMENTS Communication of the task requirements must include information about the standards to be achieved. These include: To manage poor communication, the manager needs to reconsider the: hod used
This may identify why the communication was not clearly understood and highlight a better way to organise the task completion next time. INSUFFICIENT SUPPORT This includes: al resources, such as equipment or packaging, to complete the task properly tasks such as customer service To manage situations where tasks were not completed because of poor/insufficient resources, the manager must consider the following: to be completed properly next time completed properly in the future
MOTIVATIONAL PROBLEMS This includes: completion into the day’s routine assigned tasks To manage poor motivation, the manager needs to consider what can be done to improve on individual’s willingness and cooperation and/or to improve a general apathy that is occurring in the business. This includes consideration of the following: the specifics of what is de- motivating staff members so it can be addressed offer of other more-prized
duties for completing task to meet the required standards informal feedback, reduced hours or task allocation to show that poor performance is linked to sustainability in the business staff opinions and ideas in the decision making and store organisation ADDRESSING POOR PERF ORMANCE Most people don't have a problem receiving positive feedback but it is often hard to address areas where performance has not met expectations. People often don't want to be the bearer of bad news for fear of offending the other person and having to deal with their defensiveness. The following tips are for providing constructive negative feedback: sales figures and other performance measures or specific examples of poor performance);
do about it?" Building a communication relationship with a staff member will rely on how well you conduct interpersonal communication during face-to-face contact. This relationship also may have to be the basis used to address poor performance. While the organisation may have formal processes for dealing with the poor performance it is still the responsibility of the relevant manager to address the issue. Many managers may wish to avoid this situation, but the cost of not doing so will cause further problems. Poor performance may be addressed by direct interview to diagnose the 'problems/issues' or a coaching session. However, poor performance may also lead to counselling. Serious breaches or
repeat poor performance can lead to more formal grievance procedures and even dismissal. Many managers prefer to address poor performance through the organisation's formal structures. This method is often chosen for both legal and policy reasons. Sometimes, however, it is used because the poor performance was not addressed early enough as the manager wished to avoid conflict. ENSURE OWN CONTRIBUT ION TO WORK TEAM SERVES AS A ROLE MODEL F OR OTHER S AND ENHANCES T HE ORGANISAT ION' S IMAGE FOR AL L STAKEHOLDE R S Leaders and managers should be involved in the growth and development of teams and in their own personal self-development. There is a need to assess your current situation and identify
appropriate courses of action to address your own needs and future goals. This is part of role modelling to staff members. If you address your own shortfalls in skills and knowledge, staff members feel more inclined to do the same. WHAT TO ASSESS? When assessing your performance, there are three areas worthy of consideration: - This is the way you perform your job, your work ethic, your predisposition to working overtime, going that extra step, putting in some extra effort. Some people have the right attitude, some don't, and some have it one day and not the next. You have to know whether or not you need an attitude adjustment - These are your actual practical workplace skills as well as your interpersonal and communication skills. They may embrace selling skills, as well as demonstrating products, or they may embrace managerial tasks such as budgets, rostering staff, negotiating, delegation, conflict resolution,
problem-solving, team building or leadership -This embraces your industry knowledge, your product knowledge, and your knowledge about the facilities, policies, and services of your organisation A commitment to lifelong learning and continuous improvement is a key to following through and actually addressing identified self-development needs. When assessing your existing competencies and development needs, they must be identified in relation to your current position and your future career aspirations. This means you need to be aware of what you want for your next career step, and where you want your career to take you. There is little point in deciding to undertake a marketing degree if you aim is management, and little point in doing an accounting course if the desire is to remain in sales.
DEVELOPING AND REVIE WING PERSONAL DEVELO PMENT OBJECTIVES Once the need for personal self-development has been accepted, there is a need to develop realistic, achievable and challenging objectives that will enable you to progress. A word of warning! When setting these objectives, it is important to keep your eye on the ball. There are numerous examples of ambitious managers setting self-development objectives that are so demanding that their accomplishment badly affects their workplace performance and the job they are being paid for suffers. There is little point in gaining a qualification but losing a promotion, or jeopardising future advancement, in the process. Being realistic is probably the most important of all considerations: to the required time? Even part-time courses can require 20
hours/week minimum objective, or is it simply a "feel good" course that effectively achieves nothing? the store recognise and/ or value this course? Will they think better of you for having done it? planning/objectives have deemed necessary? that you need to - social, family, volunteer, and sport - while undertaking the course or will you be too tired or otherwise engaged? Many people who start a course of self-development never review what they are doing - they simply start whatever it is and press on until it is finished, regardless. This may be seen as being focused, committed and single-minded, but it may also be regarded as a waste of time, money
and effort. It may be that after 12 months, something has changed that necessitates a rethink of your self- development program. If you stick to a commitment made 12 months ago, then you may be wasting another four years on something that will be useless when completed. Worse still, those who know what you are doing may see this as pig-headedness and a failure to adapt to changing conditions - and that can sound the death knell career-wise. One way of staying on track is to consult regularly with the person you have developed as your workplace mentor. It is very useful to periodically check with this person about what it is they think you should be focusing on. Their perspective is likely to be different from yours, and may well be based on the information you may not have - this can be knowledge they have about
takeovers or information about upcoming changes. Above all, when your self-development is not achieving the results you intended, it is time to make some changes - it is better to accept that the past 12 months have been wasted (in truth though, no training is ever a total waste of time) than perpetuate the position and press on. Bite the bullet, identify a better option and go for it. ACCEPTING RESPONSIBI LITY FOR SELF-DEVELOPMENT Central to achieving your personal objectives is the absolute need for you to accept persona) responsibility for your achievement. If you are to succeed you must with total certainty, realise that whether you succeed or fail, is 100% your responsibility. As they say "if it is to be, it is up to me". You must not allow yourself to be sucked into the thinking that permits you to transfer responsibility to anyone or anything else. It may help if you think about what sort of message
your failure will send to management. The key is that you must be prepared to adapt and do whatever it takes to complete. Usually, problems centre around a lack of time so you must become more effective in your use of it - go to bed later, get up earlier, make use of the spare 5-10 minute blocks that we all have during a day. Also, bear in mind that undertaking some course has lots of beneficial "hidden curriculum items" that go with it. That is, doing a course does not just deliver "vocational" benefits, but also provides other skills such as research skills, coping skills, time management, prioritising workloads, planning and skills in meeting deadlines. Management, too, know that when you have successfully completed a course, you not only have the technical course skills, but also these other skills. And they factor those into their
appreciation of your talents and potential. REVIEWING PERSONAL P ROGRESS AND PERFORMA NCE Closely allied to accepting personal responsibility is the need to regularly review progress with the appropriate personnel. The intention here is to: -tune skills already obtained not achieving the desired outcomes The "appropriate personnel" will vary depending on the self- development being undertaken, but may include:
-owners Other team members and store colleagues Each of these things will help you to become a good role model for staff members. This aside; there are other actions that make you a pe4rfect role model to colleagues. ROLE-MODELLING BEHAV IOUR The strongest influence on employee behaviour is their direct team leader, and because of this influence the importance of modelling the correct work practices and behaviours expected at work, is paramount in effective leadership. The leader who can gain the respect and admiration of their co- workers is often likely to gain commitment to projects with a high standard of outcomes on a
consistent basis. When influencing others, the role model does not expect team members to mirror every aspect of themselves, authenticity also comes from individuality. For example, when the focus is client centric, effective role modelling guides team members on how they personally could take time for the customer in various ways. Customer friendly role models can be observed showing empathy to the customer and taking personal responsibility to follow through with requests. Some characteristics of positive role models may include: sional experience and credibility elopment of others
How to be a good role model: -reflect. Reflect on actions and the reactions that they produce. Leaders who understand why they do something in a particular way, will be able to guide others in similar situations. Receive feedback. Self-awareness and an open mind to improve oneself is an important trait in effective role modelling. and problem solving will be mirrored by others. Good communication means listening as well as speaking. An effective role model builds confidence in others. When people know what is expected of them they are able to add value with their contributions. are being heard and understood, that the challenges they face are supported and acknowledged by their manager.
and long term goals, models the expectations of the business to all employees. practice what they preach. T O P I C 4 - L I A I S E W I T H S T A K E H O L D E R S ESTABLISH AND MAINT A IN OPE N COMMUNICAT IO N PROCES SES WIT H ALL S TAKEHOLDERS You should try to establish a work environment in which you can freely communicate with team members and stakeholders regularly. When talking about stakeholder we could be referring to: g bodies
When you solicit feedback from stakeholders, you can learn about issues and resolve problems before things escalate. Some of your stakeholders may have good ideas that can improve workplace efficiency, but you may never hear about these ideas if you don't establish open communication with your staff. You can use several different media to communicate with your stakeholders, but before the dialogue can begin you must first establish some ground rules. - Share some communication ground rules with your stakeholders. Explain that people can't use offensive language in the workplace or make incendiary comments that may be interpreted as racist, sexist or discriminatory. Make sure your employees understand that open communication doesn't mean verbalising every thought that comes into your head. Everyone must act and communicate in a professional manner - Explain key concepts to your team. Managers often communicate via acronyms or jargon that mean nothing to lower ranking employees. Give your employees a list of the acronyms that you commonly use and explain what the letters actually mean, because you can't communicate effectively if your employees don't understand the subject matter - Schedule team meetings. Involve your entire team in
weekly meetings, but make sure you schedule the meetings at appropriate times because your employees may think you're not interested in communicating if you constantly reschedule or cancel meetings. Arrange the agenda for the meeting so you have ample time to communicate your ideas and your employees also have a chance to provide feedback - Provide your employees with regular updates on important matters that may impact the workplace. Your workers will feel more in tune with the company if they hear about developments from you rather than having to wait to hear whispers on the grapevine. Openly address issues that may concern your employees, such as cutbacks and budget reductions, to let everyone know where they stand rather than springing unpleasant surprises on them - Institute an open door policy. Literally leave your office door open if you can do so without disrupting your work. Many people perceive closed doors as barriers that managers put up to cut themselves off from their employees. You can encourage your employees to come to your office with questions and concerns, but they're more likely to do so if they see an open door11 11 http://smallbusiness.chron.com/establish-open- communication-work-25071.html There are many different ways of communication with stakeholders, and your organisation will
have its preferred methods. COMMUNICATE INFORMATION FROM LIN E MANAGER/MANAGEMENT T O T HE TEAM Line Managers/Managers have many communication requirements. Line manager /management may refer to chief executive officer, direct superior or other management representatives. Predominantly they are responsible to: xplain complex information clearly, putting it in context and in practical ‘on-the- job’ terms management structure agement
and develop capabilities — this means being able both to understand the need for it and then see the process through Therefore, there is a great deal of information that needs to be communicated from the Managers to the team. This communication process is vitally important. Communication methods can include: You will need to ensure the communication is clear and concise and is passed on in a timely
manner. Staff members need information on time so they can perform their roles as expected by Management so you will need to ensure the information is passed on in the correct amount of time. COMMUNICATE UNRESOLV ED ISSUES, CONCERNS AND PROBLEMS RAIS ED BY T EAM MEMBERS AND FOLL OW-UP WITH L INE MANAGER/MA NAGE MENT AND OTH ER RELEVANT STAKEHOLDER S Communication in relation to issues and problems is vital if you are to provide your team with effective leadership. This means there will be times when you need to communicate with line managers and management to affect a solution for identified issues. There are many skills you need to have to effectively communicate with anyone in your organisation. These skills are called interpersonal skills - You use interpersonal skills to develop
shared meaning when you communicate with other people on a one-to-one or group basis. The skills you use will vary according to the people’s needs and the context. In the workplace there are several reasons we may need to communicate and can include: APPROACHES TO COMMUN ICATING WITH OTHERS Effective communication is achieved when ideas and information are exchanged so that meaning is shared. To do this, you need to use appropriate interpersonal skills. This means:
In most situations, assertive behaviours are usually the most appropriate. However, we all use a range of interpersonal behaviours. We need to practise so that we learn appropriate assertive behaviour. You will need to ensure you communicate all issues and unresolved problems to your supervisors or line managers in order to solve the problems. Problems and issues left unresolved cause major conflict in the workplace. EVALUATE AND TAKE NE CESSARY CORRECTIVE A CTION REGARDING UNRESOLVE D ISSU ES, CONCERNS AN D PROBLEMS RAIS ED BY I NTERNAL OR EXTERNAL
STAKEHOLDERS All employees are required to meet certain standards and behave to these standards in the workplace. Corrective action is another word for correcting behaviour that is unacceptable in the workplace. The goal of the corrective action is to guide the employee to behave in a manner that is acceptable in the workplace, not to punish the employee. ORAL WARNING The supervisor should: say in advance representation behaviour ndards or rules. If they are available in
writing, they should be provided to the employee and sustained improvement: Further disciplinary action may be the result on their calendar12 WRITTEN WARNING If the employee has been given an oral warning and the problem behaviour continues, a written warning may be next in line. A written warning should: with the issue 12 http://ucsfhr.ucsf.edu/index.php/pubs/hrguidearticle/chapter- 23-taking-disciplinary-action/ eptable? performance
and sustained improvement, the consequence may be further disciplinary action, up to and including dismissal There are further much more severe consequences for on-going behavioural issues, and these will be described in detail in your policies and procedures. Suffice to say the basics of these include: No matter what the corrective action is, it is serious and must be considered in this manner. No corrective action should be taken without consultation with supervisors and/or Managers.
13 http://www.hr.ucdavis.edu/supervisor/Er/Corrective-Action S U M M A R Y Now that you have completed this unit you should have the skills and knowledge required to ensure team effectiveness. If you have any questions about this resource, please ask your trainer. They will be only too happy to assist you when required. R E F E R E N C E S Websites: http://legalrepresentations.co.uk/Services/Consultations.aspx http://supplychainimprovers.org/tag/w-edwards-deming/ http://ucsfhr.ucsf.edu/index.php/pubs/hrguidearticle/chapter-23- taking-disciplinary-action/ http://www.businessballs.com/tuckmanformingstormingnorming
performing.htm http://www.depts.ttu.edu/operations/Planning-and-Training- Documents/Employee- Development/Recognition-Guide.pdf http://www.disability.wa.gov.au/Global/Publications/For%20dis ability%20service%2... "Team Dynamics - how they affect performance." n.d. Web. 09 Jun. 2016 <http://www.teamtechnology.co.uk/team/dynamics/overview/>. "Consensus Building | Beyond Intractability." n.d. Web. 09 Jun. 2016 <http://www.beyondintractability.org/essay/consensus- building>. "Five Tips for Effective Employee Recognition." n.d. Web. 09 Jun. 2016 <http://www.awardconcepts.net/artman/publish/printer_29.php> . "www.waseantourism.com." n.d. Web. 09 Jun. 2016 <http://www.waseantourism.com/ft/Approved%20Toolboxes%2 0&%20Competency%20stan dards/Monitor%20workplace%20operations/TM_Manage_workp lace_operations_refined.do>. "How to Establish Open Communication at Work | Chron.com."
n.d. Web. 09 Jun. 2016 <http://smallbusiness.chron.com/establish-open-communication- work-25071.html>. S http://legalrepresentations.co.uk/Services/Consultations.aspx http://supplychainimprovers.org/tag/w-edwards-deming/ http://ucsfhr.ucsf.edu/index.php/pubs/hrguidearticle/chapter-23- taking-disciplinary-action/ http://www.businessballs.com/tuckmanformingstormingnorming performing.htm http://www.depts.ttu.edu/operations/Planning-and-Training- Documents/Employee-Development/Recognition-Guide.pdf http://www.depts.ttu.edu/operations/Planning-and-Training- Documents/Employee-Development/Recognition-Guide.pdf http://www.disability.wa.gov.au/Global/Publications/For%20dis ability%20service%20providers/Guidelines%20and%20policies/ Policy%20and%20Procedure%20Manual/pnpmanual_8- 8employeesupervisionappraisal_(id_90_ver_1.0.1).doc BSBWOR502 – Lead and Management Team Effectiveness Requirements: Font: Times New Roman Size: Heading 14 and other 12 Spacing: 1.25 5 APA Style reference and In-text citation Only minimum of 100 words each question so it will be an easy task! BSBWOR502 – Lead and Management Team Effectiveness
Questions: 1. What is involved in the team forming stage? 2. What would assist you in developing and facilitating team cohesion? 3. What information would you need to provide stakeholders with? 4. When facilitating team work, what do you need to make sure that you should do? 5. What are the steps in handling poor performance? 6. What does “supporting team members” involved? 7. Explain how group dynamics can support or hinder team performance. 8. Outline strategies that can support team cohesion, participation and performance. 9. Explain strategies for gaining consensus. 10. Explain issue resolution strategies.

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Learner Guide BSBWOR502 Lead and Manage T.docx

  • 1. Learner Guide BSBWOR502 Lead and Manage Team Effectiveness This learner guide is copyright protected and belongs to: T A B L E O F C O N T E N T S TABLE OF CONTENTS............................................................................ ................................................... 2 COURSE INTRODUCTION ....................................................................................... ........
  • 2. ......................... 5 ABOUT THIS GUIDE ............................................................................................... ....................................................................... 5 ABOUT THIS RESOURCE ............................................................................................... ...................................................... 5 ABOUT ASSESSMENT ............................................................................................... ............................................................. 6 ELEMENTS AND PERFORMANCE CRITERIA ...................................................................................... 8 REQUIRED SKILLS AND KNOWLEDGE ............................................................................................... . 10 KNOWLEDGE EVIDENCE ............................................................................................... .......................................................... 10 REQUIRED SKILLS ............................................................................................... ........................................................................ 10 ASSESSMENT CONDITIONS ............................................................................................... ..................... 12 PRE-REQUISITES ............................................................................................... ........................................ 12 TOPIC 1 – ESTABLISH TEAM PERFORMANCE PLAN ......................................................................... 13
  • 3. CONSULT TEAM MEMBERS TO ESTABLISH A COMMON UNDERSTANDING OF TEAM PURPOSE, ROLES, RESPONSIBILITIES AND ACCOUNTABILITIES IN ACCORDANCE WITH ORGANISATIONAL GOALS, PLANS AND OBJECTIVES ...................................................................... 13 FUNCTIONAL WORK TEAMS ............................................................................................... ....................................................... 14 WHAT IS CONSULTATION? ............................................................................................... ......................................................... 14 SETTING CLEAR GOALS TO IMPROVE TEAMWORK ............................................................................................... .............. 15 TEAM DYNAMICS AND PERFORMANCE ............................................................................................... .................... 16 GAINING CONSENSUS.......................................................................... ...................................................................................... 17 DEVELOP PERFORMANCE PLANS TO ESTABLISH EXPECTED OUTCOMES, OUTPUTS, KEY PERFORMANCE INDICATORS AND GOALS FOR WORK TEAM ....................................................... 19 PERFORMANCE AGREEMENT ............................................................................................... ................................................... 20 DEVELOPMENT AGREEMENT
  • 4. ............................................................................................... ................................................... 21 SUPPORT TEAM MEMBERS IN MEETING EXPECTED PERFORMANCE OUTCOMES .............. 22 SUPPORTING TEAM MEMBERS ............................................................................................... ................................................... 22 TOPIC 2 - DEVELOP AND FACILITATE TEAM COHESION .............................................................. 23 DEVELOP STRATEGIES TO ENSURE TEAM MEMBERS HAVE INPUT INTO PLANNING, DECISION MAKING AND OPERATIONAL ASPECTS OF WORK TEAM ........................................... 23 DEVELOP POLICIES AND PROCEDURES TO ENSURE TEAM MEMBERS TAKE RESPONSIBILITY FOR OWN WORK AND ASSIST OTHERS TO UNDERTAKE REQUIRED ROLES AND RESPONSIBILITIES ............................................................................................... ............ 24 PROVIDE FEEDBACK TO TEAM MEMBERS TO ENCOURAGE, VALUE AND REWARD INDIVIDUAL AND TEAM EFFORTS AND CONTRIBUTIONS .......................................................... 26 PROVIDING REGULAR INFORMAL FEEDBACK
  • 5. ............................................................................................... ........................ 26 PROVIDING EFFECTIVE FEEDBACK ............................................................................................... ........................................ 27 FOCUS ON SPECIFIC BEHAVIOURS ............................................................................................... ............................................ 27 Consider the timing of feedback .................................................................................... ........... ................................................... 27 Focus on behaviour that the receiver can do something about ............................................................................................... ........ 27 Consider the needs of the person receiving the feedback ............................................................................................... ................. 28 Solicit feedback rather than impose it ............................................................................................... .......................................... 28 REINFORCING EXCELLENCE IN PERFORMANCE..................................................................... .............................................. 28 DEVELOP PROCESSES TO ENSURE THAT ISSUES, CONCERNS AND PROBLEMS IDENTIFIED BY TEAM MEMBERS ARE RECOGNISED AND ADDRESSED ............................................................ 31 TOPIC 3 - FACILITATE TEAMWORK
  • 6. ............................................................................................... ...... 32 ENCOURAGE TEAM MEMBERS AND INDIVIDUALS TO PARTICIPATE IN AND TO TAKE RESPONSIBILITY FOR TEAM ACTIVITIES, INCLUDING COMMUNICATION PROCESSES ...... 32 DELEGATION ............................................................................................... ............................................................................... 32 DELEGATING TO STAFF TASKS THAT ARE PART OF THEIR DUTIES ................................................................................... 32 HOW TO DELEGATE ............................................................................................... ................................................................... 33 IMPLEMENT STAFF COMMUNICATION AND MOTIVATION PROGRAMS ............................................................................. 34 INTERNAL COMMUNICATION ............................................................................................... .................................................... 34 INTERNAL DOCUMENTATION ............................................................................................... ................................................... 35 Logbook/communication book ............................................................................................... .................................................... 35 MOTIVATION ............................................................................................... ............................................................................... 35 PRACTICAL SUGGESTIONS FOR MOTIVATING EMPLOYEES
  • 7. ............................................................................................... .. 35 EMPOWERMENT ............................................................................................... .......................................................................... 36 OPPORTUNITIES FOR INDIVIDUAL DEVELOPMENT ............................................................................................... .............. 37 SUPPORT THE TEAM IN IDENTIFYING AND RESOLVING WORK PERFORMANCE PROBLEMS ............................................................................................... ....................................................................... 38 CONDUCT PERFORMANCE MANAGEMENT IN ACCORDANCE WITH ORGANISATIONAL PROTOCOLS AND TIMELINES ............................................................................................... ............................................................................................... ......... 38 MONITORING PERFORMANCE ON A CONTINUOUS BASIS ............................................................................................... .... 38 IDENTIFYING AND ADDRESSING POOR PERFORMANCE ............................................................................................... ...... 39 Poor task allocation ............................................................................................... .................................................................... 39 Poor communication of the task requirements ...............................................................................................
  • 8. .............................. 39 Insufficient support ............................................................................................... ...................................................................... 40 Motivational problems ............................................................................................... ................................................................. 41 ADDRESSING POOR PERFORMANCE ............................................................................................... ........................................ 41 ENSURE OWN CONTRIBUTION TO WORK TEAM SERVES AS A ROLE MODEL FOR OTHERS AND ENHANCES THE ORGANISATION'S IMAGE FOR ALL STAKEHOLDERS ............................ 43 WHAT TO ASSESS? ............................................................................................... ........................................................................ 43 DEVELOPING AND REVIEWING PERSONAL DEVELOPMENT OBJECTIVES ....................................................................... 44 ACCEPTING RESPONSIBILITY FOR SELF-DEVELOPMENT ............................................................................................... ..... 45 REVIEWING PERSONAL PROGRESS AND PERFORMANCE..................................................................... ................................ 46 ROLE-MODELLING BEHAVIOUR ............................................................................................... ............................................... 47 TOPIC 4 - LIAISE WITH STAKEHOLDERS ............................................................................................
  • 9. 49 ESTABLISH AND MAINTAIN OPEN COMMUNICATION PROCESSES WITH ALL STAKEHOLDERS ............................................................................................... ........................................ 49 COMMUNICATE INFORMATION FROM LINE MANAGER/MANAGEMENT TO THE TEAM .... 51 COMMUNICATE UNRESOLVED ISSUES, CONCERNS AND PROBLEMS RAISED BY TEAM MEMBERS AND FOLLOW-UP WITH LINE MANAGER/MANAGEMENT AND OTHER RELEVANT STAKEHOLDERS ............................................................................................... .................. 52 APPROACHES TO COMMUNICATING WITH OTHERS ............................................................................................... .............. 52 EVALUATE AND TAKE NECESSARY CORRECTIVE ACTION REGARDING UNRESOLVED ISSUES, CONCERNS AND PROBLEMS RAISED BY INTERNAL OR EXTERNAL STAKEHOLDERS ............................................................................................... ........................................ 54
  • 10. ORAL WARNING ............................................................................................... .......................................................................... 54 WRITTEN WARNING ............................................................................................... ................................................................... 54 SUMMARY ............................................................................................... .................................................... 56 REFERENCES ............................................................................................... ............................................. 57
  • 11. C O U R S E I N T R O D U C T I O N ABOUT THIS GUIDE This resource covers the unit BSBWOR502 - Lead and manage team effectiveness. This unit describes the skills and knowledge required to lead teams in the workplace and to actively engage with the management of the organisation. It applies to individuals working at a managerial level who facilitate work teams 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
  • 12. and judgement, 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. ABOUT THIS RESOURCE This resource brings together information to develop your knowledge about this unit. The information is designed to reflect the requirements of the unit and uses headings to makes it easier to follow. Read through this resource to develop your knowledge in preparation for your assessment. You will be required to complete the assessment tools that are included in your program. At the back of the resource are a list of references you may find useful to review. As a student it is important to extend your learning and to search out text books, internet sites, talk to people at work and read newspaper articles and journals which can provide additional
  • 13. learning material. Your trainer may include additional information and provide activities. Slide presentations and assessments in class to support your learning. ABOUT ASSESSMENT Throughout your training we are committed to your learning by providing a training and assessment framework that ensures the knowledge gained through training is translated into practical on the job improvements. You are going to be assessed for: activities that apply to your workplace. ly your learning. these on the job.
  • 14. You will receive an overall result of Competent or Not Yet Competent for the assessment of this unit. The assessment is a competency based assessment, which has no pass or fail. You are either competent or not yet competent. Not Yet Competent means that you still are in the process of understanding and acquiring the skills and knowledge required to be marked competent. The assessment process is made up of a number of assessment methods. You are required to achieve a satisfactory result in each of these to be deemed competent overall. All of your assessment and training is provided as a positive learning tool. Your assessor will guide your learning and provide feedback on your responses to the assessment. For valid and reliable assessment of this unit, a range of assessment methods will be used to assess practical skills and knowledge. Your assessment may be conducted through a combination of the following methods:
  • 15. The assessment tool for this unit should be completed within the specified time period following the delivery of the unit. If you feel you are not yet ready for assessment, discuss this with your trainer and assessor. To be successful in this unit you will need to relate your learning to your workplace. You may be required to demonstrate your skills and be observed by your assessor in your workplace environment. Some units provide for a simulated work environment and your trainer and assessor will outline the requirements in these instances.
  • 16. E L E M E N T S A N D P E R F O R M A N C E C R I T E R I A 1. Establish team performance plan 1.1 Consult team members to establish a common understanding of team purpose, roles, responsibilities and accountabilities in accordance with organisational goals, plans and objectives 1.2 Develop performance plans to establish expected outcomes, outputs, 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 to ensure team members have input into planning, decision making and operational aspects of work team 2.2 Develop policies and procedures to ensure team members take
  • 17. responsibility for own work and assist others to undertake required roles and responsibilities 2.3 Provide feedback to team members to encourage, value and reward individual and team efforts and contributions 2.4 Develop processes to ensure that issues, concerns and problems identified by team members are recognised and addressed 3. Facilitate teamwork 3.1 Encourage team members and individuals to participate in and to take responsibility for team activities, including communication processes 3.2 Support the team in identifying and resolving work performance problems 3.3 Ensure own contribution to work team serves as a role model for others and enhances the organisation’s image for all stakeholders 4. Liaise with stakeholders 4.1 Establish and maintain open communication processes with all stakeholders
  • 18. 4.2 Communicate information from line manager/management to the team 4.3 Communicate unresolved issues, concerns and problems raised by team members and follow-up with line manager/management and other relevant stakeholders 4.4 Evaluate and take necessary corrective action regarding unresolved issues, concerns and problems raised by internal or external stakeholders R E Q U I R E D S K I L L S A N D K N O W L E D G E This describes the essential knowledge and skills and their level required for this unit. KNOWLEDGE EVIDENCE To complete the unit requirements safely and effectively, the individual must:
  • 19. performance participation and performance REQUIRED SKILLS Evidence of the ability to: cohesion and work outcomes including: o Encouraging and fostering shared understanding of purpose, roles and responsibilities o Identifying and resolving problems o Providing feedback to encourage, value and reward others o Modelling desired behaviour and practices edures to ensure team members take responsibility for own work and assist others to undertake required roles and
  • 20. responsibilities issues mes including providing formal and informal learning opportunities as needed (kpis), outputs and goals for individuals or the team which incorporate input from stakeholders ffectively with a range of stakeholders about team performance plans and team performance -way flow of information between team and management relevant to team performance unresolved issues, concerns and problems raised by internal or external stakeholders.
  • 21. A S S E S S M E N T C O N D I T I O N S The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required knowledge and skills, the range statement and the assessment guidelines for this Training Package. Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the industry capability - workplace effectiveness field of work and include access to: isfy NVR/AQTF assessor requirements P R E - R E Q U I S I T E S This unit must be assessed after the following pre-requisite unit:
  • 22. There are no pre-requisites for this unit T O P I C 1 – E S T A B L I S H T E A M P E R F O R M A N C E P L A N CONSU LT TEAM MEMBERS TO ESTABLISH A COMM ON UNDERSTANDING OF TEA M PU RPOSE, ROLES, RESPONS IB ILITIES AND ACCOU NTABILIT IES IN ACCORDANCE WITH ORGA NIS ATIONAL GOAL S, PL ANS AND OBJECT IVES A team is commonly defined as a small number of people with complementary skills who are committed to: purpose; achieve the team’s purpose
  • 23. Mutual accountability Generally, teams are made up of an organisation’s own workforce, including full‐time, part‐time and temporary labour. Below is some of the typical team types encountered in the work environment: e teams will be the key focus of this workbook) -solving teams FUNCTIONAL WORK TEAMS
  • 24. “Functional work teams are based on the structure of the organisation. Every individual in the team performs tasks to support the team in achieving the targets and contributing to organisational results. Functional work teams also take on the role of problem-solving or gaining consensus.”1 The benefits of work teams to organisations are: to team members understand the job empowerment WHAT IS CONSULTATION ? The opportunity to provide and receive information and to participate in meaningful discussion on relevant matters affecting the way we do or manage things in the workplace.
  • 25. Involvement by all members of the team means that any workplace changes will be more readily accepted and implemented. Everyone wants to be informed and asked for their ideas. It will also ensure clarity for staff members around their roles and responsibilities in relation to team performance. 1 http://www.softwarepublications.com.au/files/Samples/Sample% 20pages%20from%202-10- 4%20BSBWOR502B%20Ensure%20team%20effectivness%20L G%205%20Jan%202012-2.pdf What makes good consultation? without condemnation o fully consider the matters raised SETTING CLEAR GOALS TO IMPROVE TEAMWORK A team without a goal is like a house without a frame - it will simply fall apart with the slightest nudge. Every organisation, whether it produces cars or assists people with their health needs,
  • 26. should have a clear goal in mind. Individual teams must understand what that goal is, and know their role - both individually and as a group - in accomplishing it. Keep all goals posted somewhere highly visible in the office. Refer back to them whenever team members start losing sight of what's important. To accomplish your goal, the team must have the right tools. At the beginning of the project, create a list of everything you'll need -- in terms of both staffing and resources. Set up a results-oriented structure that encourages the team to achieve its goals. For example, the goal of an IT team in an advertising agency might be to upgrade the design equipment so the agency can launch a new social media campaign. The goal of a health centre might be to assist clients/patients with referrals to specialists and providing information on good health and exercise programs. Set up a list of tasks that will lead you to your final goal, with specific deadlines to accomplish each of these tasks. Make sure each
  • 27. team member commits to finishing each task on schedule. Accountability is important in a team goal setting. Members need to understand that each of them will be personally responsible if the team succeeds - and if it fails. Members who slack off need to bear responsibility, and those who excel should be recognised. Have a clear and obvious method in place for measuring the team's success.3 2 http://legalrepresentations.co.uk/Services/Consultations.aspx 3 http://money.howstuffworks.com/business/starting-a-job/how- to-improve-teamwork-i... http://money.howstuffworks.com/business/starting-a-job/how- to-improve-teamwork-in-workplace2.htm TEAM DYNAMICS AND PE RFORMANCE Team dynamics are a very important part of working life. They can have a big impact on:
  • 28. Company reputation However, team dynamics are often neglected or ignored. This can have a significant impact on the way a team works. Team dynamics can make a significant different to team performance though unproductive conflict, mistrust, demotivation, the loss of skilled staff, and the loss of revenue. If you identify that the team is not working well there are some things that you can do: personnel, or change of office layout. specific work or team performance issues. interpersonal dynamics.
  • 29. resistance to the work of the team. or understand others’ views of the team’s performance. and behaviours to the organisation’s norms. communication.4 4 http://www.teamtechnology.co.uk/team/dynamics/strategies/ GAINING CONSENSUS Consensus building (also known as collaborative problem solving or collaboration) is a conflict- resolution process used mainly to settle complex, multiparty disputes. The process allows various stakeholders (parties with an interest in the problem or issue) to work together to develop a
  • 30. mutually acceptable solution. The stages of consensus building include: steps. They include securing funds, finding a location, and choosing a convener and/or mediator or facilitator. acting as facilitators or mediators, although they usually involve the parties to some extent, sometimes to a large extent. At the least they will design a process, present it to the parties, and get their approval on it. the "problem identification" of step one. Rather it identifies all the issues, and all the ways the stakeholders have of "framing" or defining the problem(s) or
  • 31. conflicting issues. the group decides on any single course of action, it is best to explore a variety of options or alternative solutions. one approach, which is fine-tuned, often through a single negotiating text, until all the parties at the table agree. This is where consensus building differs from majority rule decision making in that everyone involved must agree with the final decision -- there is no vote. agreement back to their team members or those who are affected by the decision and try to get it approved. building. Consensus building often results in creative and strong agreements, but implementing those agreements is an entirely separate task. If careful attention is not given to certain issues during the
  • 32. implementation phase, agreements may fall apart. These issues include building support with those who are affected by the agreement, monitoring the agreement, and ensuring compliance.5 5 http://www.beyondintractability.org/essay/consensus-building DEVELOP PERFORMANCE PLANS TO ESTABLISH EXPECTED OUTCOMES, OU TPUTS, K EY PERFORMANCE INDIC ATORS AND GOALS F OR WORK T E AM Performance planning is developed at the beginning of a new role or performance cycle. It is the process of discussing and agreeing on:
  • 33. It provides an on-going platform for continuous improvement, review and performance evaluation. You can use a team-based approach to performance management by developing a performance plan for a team rather than an individual. In this case, you will need to ensure that everyone knows what is expected of them within that plan. There are two stages at which a performance plan should be developed: Initially – upon employment or new job role. These plans include: Upon the need for improvement – when an employee lacks in performance and performance improvement plan should be developed. Inadequate or poor performance can have a number of negative impacts on individuals and teams. As a Team Leader, you may experience decreases in
  • 34. team productivity and cohesiveness and an increase in conflict and dissatisfaction. A Performance Improvement Plan should provide performance criteria on: actions (i.e. mentor, buddy) ame for achieving each action Below is a generic performance plan template for you to use. Your organisation may have its own that you should use if available. PERFORMANCE AGREEMEN T Employee: Role: Date:
  • 35. Review Dates: Date: Date: Date: Task/ responsibilities Key outcomes Actual Performance <List the tasks and areas of responsibilities relevant to the position> <Describe what doing the job well looks like> <Comments on performance as at review dates>
  • 36. Employer Signature: Employee Signature: DEVELOPMENT AGREEMEN T The following development needs have been discussed and agreed to be undertaken over the next <number of> months. Areas for development Actions <These can be tasks, skills or behaviours that following discussions are agreed to require development>
  • 37. <These are activities that will assist in development. They could be class training at TAFE, on-the-job training, coaching from someone with the required skill > Employer Signature: Employee Signature: SUPPORT TEAM MEMBERS IN MEETING EXPECTED
  • 38. PERFORMANCE OUTCOMES Teams are the backbone that drives most organisations. Whether it's a functional team, a team of managers or a project team, people get most done when they work together effectively. So when members of a team don't work well together, performance and productivity can suffer. That's not good for anyone. Hostility, conflicting goals, and unclear expectations within your team are symptoms of an unhealthy team. To avoid these harmful effects, you need be proactive about improving team performance. And even when a team is meeting its objectives, there's often room for improvement. Supporting your team through good team coaching can help to take your team to the next level. It's a worthwhile activity and is an essential tool for management and leadership. SUPPORTING TEAM MEMB ERS It is important to support team members to ensure that team goals are met. Supporting team members involves:
  • 39. lems T O P I C 2 - D E V E L O P A N D F A C I L I T A T E T E A M C O H E S I O N DEVELOP STRATEGIES T O ENS URE TEAM MEMBER S HAVE INPUT INT O P L ANNING, DECIS ION MAKING AND OPERAT IONAL ASPECTS OF WORK TEAM The people you work with are your most important resource. Their skills, knowledge and experience are the most important thing when developing an effective team. People performing a role consistently will have invaluable knowledge that can be used to assist in achieving work goals. They are familiar with what can go wrong, what difficulties there can be and what needs to
  • 40. be done to get things right. Staff members who are involved and who participate in decision- making and improvement processes feel most committed to making the changes work. They are vital to the continuous improvement process. As a leader, you will have responsibility for ensuring the team has the physical resources that they need to complete their tasks effectively and achieve their goals, key performance indicators and objectives. Creating relationships with staff members will inevitably ensure effective working relationships. Using the four following attributes of relationships will ensure a great team environment: manner is vital to teams. Being open and honest means providing ALL the information needed to get the job done. people will not trust you, so make sure when you give answers and information they are
  • 41. given honestly and sincerely. productivity can enhance a working relationship. It is important that you become accountable and cooperate in order to achieve the teams aims and objectives -operation: this is vital to a team environment. Without co- operation there is no team. Each person must know their role and perform their part in order to achieve goals and objectives. DEVELOP POLICIES AND PROCEDURES TO ENSUR E TEAM MEMBERS TAKE RESPONS IBIL IT Y FOR OWN WORK AND ASSIST OTHERS TO UND ERTAKE REQU IRED ROL E S AND RESPONS IB ILITIES There are many policies and procedures that are written
  • 42. specifically for team members. These may include: operational functions out for the completion of actions and tasks You should ensure you have policies and procedures that outline how team members can take responsibility for their own work and how they can assist others with their workload. For example: Below is a Policy on Employee Supervision and Appraisal used as an example. 1. Background Bowman Health Clinic is a non-profit organisation established for the purpose of supporting people with disabilities and their families living in the Shire of Elaine. The services offered by Bowman Health Clinic include group home accommodation, in-home respite, out-of-home respite, home help and community access. Community Enterprise is a non-profit, community organisation which is governed by a management committee elected
  • 43. annually by the members. Community Enterprise receives all of its operating funds from the Western Australian Government in the form of an annual grant. 2. Purpose and Scope The purpose of this policy is to set out specific procedures and performance standards to ensure that employees and volunteers of the organisation are properly supervised and their performance is regularly appraised. This policy is framed around Standard 8 of the Disability Services Standards (1993) and provides for the: appropriate to the employee’s duties and responsibilities sion process and training and development goals This policy applies to all of the organisation’s programs and activities. 3. Policy Statement The organisation is committed to ensuring that all employees are properly supervised and their performance is regularly appraised. The policy aims to achieve this objective by implementing a formal supervision system linked to agreed training and development goals and an objective performance appraisal process. The policy will assist the organisation to meet its obligations under Standard 8 of the Disability Services Standards (1993) to practice sound management standards which maximise outcomes for consumers.
  • 44. 4. Procedures The following procedures are to be implemented to ensure that the organisation meets its policy objective of ensuring that all employees are properly supervised and appraised. The organisation will: 4.1 Establish formal supervision procedures for all organisation employees and volunteers. 4.2 Ensure that every employee and volunteer is allocated a supervisor and receives regular supervision. 4.3 Provide all employees in supervisory roles with appropriate written information and/or formal training on performance based supervision. 4.4 Ensure that all volunteers receive regular supervision in a manner and at a frequency that is appropriate to their tasks and responsibilities. 4.5 Ensure that all employees have one formal supervision session per month with their allocated supervisor. 4.6 Require the supervisor to maintain written records of the content and outcomes of each employee supervision session. 4.7 Require the supervisor to maintain an Employee Training and Development Record for each employee in accordance with the Policy on Employee Training and Development. 4.8 Complete an annual performance appraisal on all organisation employees at least once per year. 4.9 Include in the annual performance appraisal a rating of the employee’s performance against the duty statement, outcome of training and development activities, employee strengths and areas for improvement, and recommendations for further training and development.
  • 45. 5. Performance Standards The following performance standards must be met to ensure that the procedures specified in Section 4 are implemented effectively: 5.1 All new employees have been provided with a copy of the organisation’s Policy on Employee Supervision and Appraisal and a staff copy of the policy is kept in each service outlet. 5.2 All employees and volunteers have an identified supervisor. 5.3 Employees have received formal supervision at not less than monthly intervals. 5.4 Supervisors understand their role as a supervisor. 5.5 Written records of supervision sessions have been maintained in an appropriate file by the supervisor. 5.6 Employees have a written annual appraisal of their performance completed by their supervisor at least annually and within one month of their appointment anniversary date. 5.7 Any grievances have been addressed in accordance with the supervision and appraisal principles and procedures outlined in this policy and the Policy on Staff Grievances. 6. Review of the Policy This policy will be reviewed on a two yearly basis. However, if at any time the legislative, policy or funding environment is so altered that the policy is no longer appropriate in its current form, the policy will be reviewed immediately and amended accordingly. 6 (This policy was based on the Community Enterprise Inc. Policy on Management Committee Members. Code of Conduct)
  • 46. As you can see there are procedures that outline the employee’s responsibilities in relation to their own work and assisting others. There will be many more that are required for your organisation and if you do not have them you will need to develop them in accordance with the organisations guidelines in relation to developing policies and procedures. 6 http://www.disability.wa.gov.au/Global/Publications/For%20dis ability%20service%2... http://www.disability.wa.gov.au/Global/Publications/For%20dis ability%20service%20providers/Guidelines%20and%20policies/ Policy%20and%20Procedure%20Manual/pnpmanual_8- 8employeesupervisionappraisal_(id_90_ver_1.0.1).doc PROVIDE FEEDBACK TO TEAM MEMBERS TO ENCOURAGE, VALUE AND RE WARD IND IVIDUAL AND TEAM EFF ORTS AND CONTRIBU TIONS PROVIDING REGULAR IN FORMAL FEEDBACK Performance feedback has a high correlation with job
  • 47. satisfaction and employees are generally not satisfied when feedback in the workplace is not effectively conducted. Feedback illustrates what interpersonal communication is all about; a combination of information, mutual understanding and recognition. Feedback can be: tive Performance feedback may also be used at different times. This is generally categories as occurring either at: Managers need to consider the use of the primacy-recency factor. This means that people tend
  • 48. to remember the first and last things that are said, more than they remember the information in the middle. Feedback may contain negatives – a need for improvement, as opposed to positives – a reinforcement of excellent behaviour. A manager can choose to leave the employee with feedback that focuses on a positive or deliberately choose to leave the employee with feedback that focuses on a negative – such as a need for immediate improvement. Performance feedback generally refers to informal communication in the workplace about an employee’s abilities to meet the required outcomes and standards. The feedback and communication are generally not documented, or it may be noted in a manager’s diary. PROVIDING EFFECTIVE FEEDBACK Feedback does not help resolve the causes of the problem,
  • 49. grievance or conflict? Consider throwing the solution search back to the team member. Let them place the words around what represents a satisfactory solution to the issues or matters underpinning the problem. Listen actively and be willing to let them navigate a way to the root cause. Be prepared to co- operate and offer assistance within your means and capabilities, even if some expectations cannot be fully met. If a possible solution arises, confirm what can be done and be specific. Do not raise expectations, and do not promise to take actions and adopt solutions that cannot be delivered. Feedback is a vital learning tool that enables the identification of areas for improvement and the ongoing support of learning activities. It is an important component of coaching and in monitoring learning outcomes. Some of the reasons why feedback is not used more effectively in organisations is that it requires communication skills that are not always present in individuals
  • 50. and negative feedback is often ignored. People are usually happy to give and receive positive feedback but often feel uncomfortable when it comes to addressing areas for improvement. FOCUS ON SPECIFIC BE HAVIOURS When giving feedback try to focus on the behaviour rather than the person. Avoid value judgements such as "You have a bad attitude." Not only is a statement like this too vague to offer any practical suggestions for improvement, it is also guaranteed to provoke a defensive reaction. Even positive feedback should state how the person has done a good job, according to their clearly identifiable actions. CONSIDER THE TIMING OF FEEDBACK It is much more effective to provide feedback as soon as possible after the behaviour. This establishes a link between the feedback and the behaviour that enables accurate reflection. Feedback prior to the behaviour may also be effective in enabling the manager to provide
  • 51. constructive advice before a mistake occurs. FOCUS ON BEHAVIOUR THAT THE RECEIVER CAN DO SOMETHING ABOUT There is really no point giving feedback about someone's personality or other personal issues that they cannot change. This is incredibly alienating for an individual and leads to feelings of anger and resentment. This doesn't mean that some topics are not to be discussed, but it is much better to focus sensitively on how the individual may improve using the skills at their disposal. Use feedback to focus on goals rather than personalities. CONSIDER THE NEEDS OF THE PERSON RECEIVING THE FEEDBACK A previous recommendation suggested providing feedback straight after the event. This can be dangerous sometimes when you are angry about what has happened. Do not use a feedback opportunity to "dump" on the person. This might make you feel better, but it will inevitably
  • 52. damage your relationship. As in the previous example, attempt to understand how the other person feels and provide your perspective in a rational manner. SOLICIT FEEDBACK RATHER THAN IMPOSE IT Feedback is a two-way street; you can't expect to give it without also receiving some in return. Almost all of the previous examples of good feedback involve a question. Remember that questions enable you to focus the individual's attention on important underlying issues in a productive, non-defensive manner. Your point of view is not always the best, and you should not always try to impose your view on another. Be prepared to work on an issue cooperatively and use feedback as a useful tool for uncovering problems before they eventuate. REINFORCING EXCELLEN CE IN PERFORMANCE Recognition is a communications tool that reinforces and rewards the most important outcomes. When you recognise people effectively, you reinforce the actions and behaviours you most want to see your team repeat.
  • 53. An effective recognition system is simple, immediate, and powerfully reinforcing. When you consider employee recognition processes, you need to develop recognition that is equally powerful for both the organisation and the team member. Recognition should be: Jim Brintnall, in his article, “What Makes a Good Reward?” in Recognition News, Vol. 2, Issue 2, said “recognition has to be SMART! That means the rewards should be: - Above all else, a good reward should reflect a genuine expression of appreciation. Token acknowledgements leave something to be desired - To endure a motivating influence, rewards should be aligned with the values, goals, and priorities that matter the most - The diverse workplace demands alternatives. Consider creative options to keep your program fresh. No single reward format works for everyone all the time. [Recognition should be adapted and valuable to the receiver.] - Some personal dimension is essential to a good
  • 54. reward. No matter how formal or informal, expensive or affordable, the relevance of any recognition will be improved with a personal touch – it’s a little thing that makes a big difference. [Recognition should be provided by someone of significance to the receiver.] - It is important that rewards respond to the behavior they are intending to reinforce. Don’t let too much time pass or the reward may be devalued and credibility eroded. To ensure that employees tie recognition into the work unit or agency’s strategic goals, be certain to tell employees what they did right and how it interacts with the goals. Provide the opportunity for recognition to come from a variety of sources. Peer-to-peer recognition usually is highly valued by employees. It can be used to develop a supportive work environment” “For many employees, recognition received through the expression of genuine appreciation for the work they do is a reward. Being involved in a project or receiving special training may be another’s reward. Make no mistake, however, that most employees would not turn down a monetary, non-monetary or recognition leave reward!”7 “In developing your rewards incorporating gifts or prizes, remember that some employees will receive them and others will not. Make sure you understand the goals of your reward and if a particular reward works well in your work unit.
  • 55. To ensure the recognition is motivating team members and adding value to the business the following criteria must be met: 7 http://www.depts.ttu.edu/operations/Planning-and-Training- Documents/Employee- Development/Recognition-Guide.pdf contribution constitutes rewardable behaviour or actions bout what behaviours or actions are being rewarded and recognised the criteria receives the reward the actions as possible, so the recognition reinforces behaviour you want to encourage8
  • 56. 8 http://humanresources.about.com/od/rewardrecognition/a/recogn ition_tip.htm http://humanresources.about.com/od/rewardrecognition/a/recogn ition_tip.htm DEVELOP PROCESSES TO ENSURE THAT ISSUES, CONCERNS AND P ROBLEMS IDE NTIF IED BY TEAM MEMBERS A RE RECOGNISED AND ADDRE S SED You will often come across issues, concerns and problems in the workplace; this is just a fact of life. You will need to ensure that there is a process for identifying and addressing these issues. The solution is to have a process that you follow when you need to make a change or solve a problem; a process that will ensure you plan, test and incorporate feedback before you commit to implementation. “A popular tool for doing just this is the Plan-Do-Check-Act Cycle. This is often referred to as the Deming Cycle or the Deming Wheel after its proponent, W Edwards Deming. It is also sometimes called the Shewhart Cycle.” Deming is best known as a pioneer of the quality management
  • 57. approach and for introducing statistical process control techniques for manufacturing to the Japanese, who used them with great success. He believed that a key source of production quality lay in having clearly defined, repeatable processes. And so the PDCA Cycle as an approach to change and problem solving is very much at the heart of Deming's quality-driven philosophy. The four phases in the Plan-Do-Check-Act Cycle involve: problem analysing whether it could be improved in any way There can be any number of iterations of the "Do" and a “Check” phase, as the solution is refined, retested, re-refined and retested again.9 - First, identify exactly what the problem is. Then gather other information and start deciding on a solution. - This phase involves several activities: o Generate possible solutions o Select the best of these solutions
  • 58. o Implement a pilot project on a small scale basis - In this phase, you measure how effective the pilot solution has been, and gather together anything you have learned from it that could make it even better. If your check has come up with more problems, you may have to repeat the process. - Now you implement your solution fully. Developing and implementing this problem solving tool will enhance your ability to manage issues and problems faced daily in the workplace. 9 http://supplychainimprovers.org/tag/w-edwards-deming/ T O P I C 3 - F A C I L I T A T E T E A M W O R K ENCOURAGE TE AM MEMBE RS AND INDIVIDU AL S T O PARTICIP ATE IN AND T O TAKE RESPONS IB ILIT Y FOR TEAM ACT IVITIES, INCLUDIN G COMMUNICATION PROC ESSES DELEGATION
  • 59. Delegation is regarded as a legitimate role that managers must undertake. When delegating work (or "tasks"), it is important that responsibilities are clearly defined. Store policies in this regard may encourage - or prohibit - delegation of certain tasks to certain positions, or limit the extent of the delegation that may occur. Further policies may indicate the remuneration implications that are likely to flow from the delegation of certain tasks. In this workplace context, delegation has two meanings: responsibilities that are part of their normal duties supervisory/managerial duties (tasks and responsibilities) to team members who are willing to take these on10 DELEGATING TO STAFF TASKS THAT ARE PART OF THEIR DUTIES The way that you go about delegation of tasks and responsibilities to team members depends on
  • 60. the level of staff you are supervising. Obviously, the more responsibility a staff member has, the less likely you are to delegate specific tasks and responsibilities to them. You are more likely in this instance to agree on goals or objectives and the employee will then go about determining and prioritising their own tasks. But with less experienced staff and more junior or lower level positions; more direction is required on the part of the manager. 10 http://www.waseantourism.com/ft/Approved%20Toolboxes%20 &%20Competency%20stan... http://www.waseantourism.com/ft/Approved%20Toolboxes%20 &amp;%20Competency%20standards/Monitor%20workplace%2 0operations/TM_Manage_workplace_operations_refined.docx HOW TO DELEGATE Delegation is a great way to train team members. It gives them more responsibility, it stretches them within the workplace and it demonstrates that you have
  • 61. faith in them as thinking, intelligent people who can be trusted to do the job right and do the right thing by the store. BUT, the delegation has to be done properly, or it can be one of the most disastrous and counterproductive things you ever do. Some points to consider when delegating tasks and responsibilities in this instance are: responsibility to be delegated being delegated, and why it has to be done in the way you are specifying - clear communication and full and detailed explanation (as is so often the case in so many other areas) is critical here, too about the delegation - it is best to do this in private rather than in public, so don't do it where the person may
  • 62. feel under pressure - work out what you'll say, the sequence you'll explain it in, the benefits of them being delegated to and any drawbacks that might be involved - don't hurry the explanation or it can be seen as manipulation - in the correct and logical sequence, explaining all of the steps training and demonstration - to encourage participation and reduce possible anxieties understands what is being said or shown to them - ask them questions or get them to demonstrate what is actually required confident - never delegate any task where you believe the person may fail
  • 63. IMPLEMENT STAFF COMM UNICATION AND MOTIVA TION PROGRAMS There are numerous ways to communicate with staff. They include: -on-one talks -verbal communication - never underestimate the value of body language throughout the working day Listen to your staff - there may be ways that they prefer to be supported, and certain communication styles that they prefer. INTERNAL COMMUNICATION It is essential that new staff be informed of the protocols that apply to communicating within the store. Failure to follow these store guidelines can create
  • 64. confusion, cause conflict and generate feelings of ill-will. The chain of command is simply the hierarchy that exists in the store and the organisational lines that connect the different positions/job roles. Traditionally, team members are expected to report to the person shown on the organisational chart as being the next one above them (or, in organisational charts that are laid out horizontally, to their right). In some cases, team members will be expected to communicate with numerous people while in other settings all the communications go through just one person. This style of reporting or communication ensures that information progresses through an organisation in the "correct" sequence for that business. No people, or positions, are skipped - things move "along the chain" in a predictable fashion according to preconceived arrangements. Where this style of communication is the norm, you must ensure
  • 65. that you point out to staff that going over someone's head is to be frowned on. Team members must be urged to communicate according to the lines set down in the organisational chart. INTERNAL DOCUMENTATION Not all communication is verbal, and most stores have a series of documents that function as communications - message pads, order forms, sales dockets, memos, maintenance requests, requisitions and applications for leave. Make sure you inform staff of what documentation they need to complete, what needs to be included, when they must be used, how many copies there must be, and where the document goes once filled in. It can be useful to give all new team members a completed sample document they can use as a reference.
  • 66. LOGBOOK/COMMUNICATION BOOK Some businesses have a book of some sort that serves as the communication book for the office or the department. Basically, this book, which can simply be an exercise book, is kept in a central location and used by management to communicate with staff and by staff to communicate with each other. Where this is used, you must stress to team members that they are expected to check the book daily and preferably twice a day. The book can advise of problems, suspicious people, upcoming meetings, roster changes, new products and training arrangements. MOTIVATION A pivotal aspect of leading a team is to create an environment in which team members are motivated to achieve high standards of performance. This is important for you and your career; you need to realise that the way your staff perform is a direct reflection of your abilities.
  • 67. Management will judge you, by the way, your staff members perform. Motivation is a way of improving staff morale, gaining the cooperation of others, maintaining or positively changing the culture of the business and raising team cohesion. PRACTICAL SUGGESTION S FOR MOTIVATING EMP LOYEES There is no simple, universal, single way of motivating all team members; staff members have individual needs, and motivation programs should match their personal triggers. Some guidelines are:
  • 68. m for equity It is definitely a difficult question to identify what motivates people. Much of the research on motivation talks about incentives and rewards, which can be very successful; however, it is known that for many people, job motivation is driven by more personal reasons - money is frequently not a prime motivator. The motivating factors can be: Having opportunities for advancement If you're not sure about what works as a motivator for your team members - try asking them. This straightforward approach can create a beautiful win-win result for everyone.
  • 69. EMPOWERMENT Empowerment is the handing down of power to employees in an organisation. Power increases motivation because people are able to improve their own effectiveness by choosing how to do a task using their own creativity, ideas and methods. Empowering employees’ means giving them the ability to act more freely and independently in their jobs through providing them with: Never empower your staff unless you have permission to do so. OPPORTUNITIES FOR IN DIVIDUAL DEVELOPMENT Opportunities for individual development within the organisation include:
  • 70. development hance to perform in a higher position representative Remember that, as a general rule, it is better spending time motivating and training staff than just giving orders. SUPPORT THE TEAM IN IDENTIFYING AND RESO LVING WORK PERFORMANCE PRO BLE MS CONDUCT PERFORMANCE MANAGEMENT IN ACCORD ANCE WITH
  • 71. ORGANISATIONAL PROTO COLS AND TIMELINES Most organisations will have set times when appraisals are conducted. In Australia, this is usually in June and sometimes a second one in December, aligning with the Australian financial year. Organisations operating in different financial years may have a different time. For example, Australian companies that are Japanese subsidiaries have a financial year April 1 to March 30, and so the performance appraisal is moved accordingly. It is important to observe other protocols that exist with appraisals. These will be unique to each organisation. For example, some companies have quotas on the percentage of people that can be given a certain score. Statistically on a five point scale the score of all employees should be spread according to a bell curve, so that 2.5% of people score 1, 15% score 2, 65% score 3, 15% score 4 and 2.5% score 5. However, some companies allow a skew to the right so that the average score is no longer 3, but a little higher. This is usually done to manage employees self-
  • 72. esteem, as most people believe that they are better than ‘average’. The dark columns show the distribution of scores under a normal bell curve, the light curve shows typical skewing. MONITORING PERFORMAN CE ON A CONTINUOUS B ASIS It is important to remember that performance needs to be continually monitored. There is no value in leaving difficult issues to appraisal time when the employee has no chance to rectify them, and undesirable behaviour or habits have become ingrained. Performance, particularly underperformance, needs to be monitored regularly. This can be done with mini-deadlines for part of the task to get completed. Setting goals along the way is a useful tool to stop work being left to the last minute? This topic is built upon in the next element. For example, if you were writing a book, you might aim to have each chapter finished by the end of each month. Mini deadlines, aligning with the overall deadline keep you on track.
  • 73. IDENTIFYING AND ADDR ESSING POOR PERFORMA NCE When tasks have not been completed to the manager’s satisfaction, remedial action must be taken to address the situation. This includes deciding on the cause of the poor work performance. Poor work results can be caused by a number of factors and combinations of factors. This includes consideration of the following: POOR TASK ALLOCATION If the task was allocated to an inappropriate person, then the task completion is likely to be poor. Poor task allocation may occur because of: capable of completing the task properly the task to the required standards ll need to redeem the situation by considering the following:
  • 74. etc. are met employee from completing the task properly. This could involve development such as coaching complete particular tasks, so they are not allocated to them again POOR COMMUNICATION OF THE TASK REQUIREMENTS Communication of the task requirements must include information about the standards to be achieved. These include: To manage poor communication, the manager needs to reconsider the: hod used
  • 75. This may identify why the communication was not clearly understood and highlight a better way to organise the task completion next time. INSUFFICIENT SUPPORT This includes: al resources, such as equipment or packaging, to complete the task properly tasks such as customer service To manage situations where tasks were not completed because of poor/insufficient resources, the manager must consider the following: to be completed properly next time completed properly in the future
  • 76. MOTIVATIONAL PROBLEMS This includes: completion into the day’s routine assigned tasks To manage poor motivation, the manager needs to consider what can be done to improve on individual’s willingness and cooperation and/or to improve a general apathy that is occurring in the business. This includes consideration of the following: the specifics of what is de- motivating staff members so it can be addressed offer of other more-prized
  • 77. duties for completing task to meet the required standards informal feedback, reduced hours or task allocation to show that poor performance is linked to sustainability in the business staff opinions and ideas in the decision making and store organisation ADDRESSING POOR PERF ORMANCE Most people don't have a problem receiving positive feedback but it is often hard to address areas where performance has not met expectations. People often don't want to be the bearer of bad news for fear of offending the other person and having to deal with their defensiveness. The following tips are for providing constructive negative feedback: sales figures and other performance measures or specific examples of poor performance);
  • 78. do about it?" Building a communication relationship with a staff member will rely on how well you conduct interpersonal communication during face-to-face contact. This relationship also may have to be the basis used to address poor performance. While the organisation may have formal processes for dealing with the poor performance it is still the responsibility of the relevant manager to address the issue. Many managers may wish to avoid this situation, but the cost of not doing so will cause further problems. Poor performance may be addressed by direct interview to diagnose the 'problems/issues' or a coaching session. However, poor performance may also lead to counselling. Serious breaches or
  • 79. repeat poor performance can lead to more formal grievance procedures and even dismissal. Many managers prefer to address poor performance through the organisation's formal structures. This method is often chosen for both legal and policy reasons. Sometimes, however, it is used because the poor performance was not addressed early enough as the manager wished to avoid conflict. ENSURE OWN CONTRIBUT ION TO WORK TEAM SERVES AS A ROLE MODEL F OR OTHER S AND ENHANCES T HE ORGANISAT ION' S IMAGE FOR AL L STAKEHOLDE R S Leaders and managers should be involved in the growth and development of teams and in their own personal self-development. There is a need to assess your current situation and identify
  • 80. appropriate courses of action to address your own needs and future goals. This is part of role modelling to staff members. If you address your own shortfalls in skills and knowledge, staff members feel more inclined to do the same. WHAT TO ASSESS? When assessing your performance, there are three areas worthy of consideration: - This is the way you perform your job, your work ethic, your predisposition to working overtime, going that extra step, putting in some extra effort. Some people have the right attitude, some don't, and some have it one day and not the next. You have to know whether or not you need an attitude adjustment - These are your actual practical workplace skills as well as your interpersonal and communication skills. They may embrace selling skills, as well as demonstrating products, or they may embrace managerial tasks such as budgets, rostering staff, negotiating, delegation, conflict resolution,
  • 81. problem-solving, team building or leadership -This embraces your industry knowledge, your product knowledge, and your knowledge about the facilities, policies, and services of your organisation A commitment to lifelong learning and continuous improvement is a key to following through and actually addressing identified self-development needs. When assessing your existing competencies and development needs, they must be identified in relation to your current position and your future career aspirations. This means you need to be aware of what you want for your next career step, and where you want your career to take you. There is little point in deciding to undertake a marketing degree if you aim is management, and little point in doing an accounting course if the desire is to remain in sales.
  • 82. DEVELOPING AND REVIE WING PERSONAL DEVELO PMENT OBJECTIVES Once the need for personal self-development has been accepted, there is a need to develop realistic, achievable and challenging objectives that will enable you to progress. A word of warning! When setting these objectives, it is important to keep your eye on the ball. There are numerous examples of ambitious managers setting self-development objectives that are so demanding that their accomplishment badly affects their workplace performance and the job they are being paid for suffers. There is little point in gaining a qualification but losing a promotion, or jeopardising future advancement, in the process. Being realistic is probably the most important of all considerations: to the required time? Even part-time courses can require 20
  • 83. hours/week minimum objective, or is it simply a "feel good" course that effectively achieves nothing? the store recognise and/ or value this course? Will they think better of you for having done it? planning/objectives have deemed necessary? that you need to - social, family, volunteer, and sport - while undertaking the course or will you be too tired or otherwise engaged? Many people who start a course of self-development never review what they are doing - they simply start whatever it is and press on until it is finished, regardless. This may be seen as being focused, committed and single-minded, but it may also be regarded as a waste of time, money
  • 84. and effort. It may be that after 12 months, something has changed that necessitates a rethink of your self- development program. If you stick to a commitment made 12 months ago, then you may be wasting another four years on something that will be useless when completed. Worse still, those who know what you are doing may see this as pig-headedness and a failure to adapt to changing conditions - and that can sound the death knell career-wise. One way of staying on track is to consult regularly with the person you have developed as your workplace mentor. It is very useful to periodically check with this person about what it is they think you should be focusing on. Their perspective is likely to be different from yours, and may well be based on the information you may not have - this can be knowledge they have about
  • 85. takeovers or information about upcoming changes. Above all, when your self-development is not achieving the results you intended, it is time to make some changes - it is better to accept that the past 12 months have been wasted (in truth though, no training is ever a total waste of time) than perpetuate the position and press on. Bite the bullet, identify a better option and go for it. ACCEPTING RESPONSIBI LITY FOR SELF-DEVELOPMENT Central to achieving your personal objectives is the absolute need for you to accept persona) responsibility for your achievement. If you are to succeed you must with total certainty, realise that whether you succeed or fail, is 100% your responsibility. As they say "if it is to be, it is up to me". You must not allow yourself to be sucked into the thinking that permits you to transfer responsibility to anyone or anything else. It may help if you think about what sort of message
  • 86. your failure will send to management. The key is that you must be prepared to adapt and do whatever it takes to complete. Usually, problems centre around a lack of time so you must become more effective in your use of it - go to bed later, get up earlier, make use of the spare 5-10 minute blocks that we all have during a day. Also, bear in mind that undertaking some course has lots of beneficial "hidden curriculum items" that go with it. That is, doing a course does not just deliver "vocational" benefits, but also provides other skills such as research skills, coping skills, time management, prioritising workloads, planning and skills in meeting deadlines. Management, too, know that when you have successfully completed a course, you not only have the technical course skills, but also these other skills. And they factor those into their
  • 87. appreciation of your talents and potential. REVIEWING PERSONAL P ROGRESS AND PERFORMA NCE Closely allied to accepting personal responsibility is the need to regularly review progress with the appropriate personnel. The intention here is to: -tune skills already obtained not achieving the desired outcomes The "appropriate personnel" will vary depending on the self- development being undertaken, but may include:
  • 88. -owners Other team members and store colleagues Each of these things will help you to become a good role model for staff members. This aside; there are other actions that make you a pe4rfect role model to colleagues. ROLE-MODELLING BEHAV IOUR The strongest influence on employee behaviour is their direct team leader, and because of this influence the importance of modelling the correct work practices and behaviours expected at work, is paramount in effective leadership. The leader who can gain the respect and admiration of their co- workers is often likely to gain commitment to projects with a high standard of outcomes on a
  • 89. consistent basis. When influencing others, the role model does not expect team members to mirror every aspect of themselves, authenticity also comes from individuality. For example, when the focus is client centric, effective role modelling guides team members on how they personally could take time for the customer in various ways. Customer friendly role models can be observed showing empathy to the customer and taking personal responsibility to follow through with requests. Some characteristics of positive role models may include: sional experience and credibility elopment of others
  • 90. How to be a good role model: -reflect. Reflect on actions and the reactions that they produce. Leaders who understand why they do something in a particular way, will be able to guide others in similar situations. Receive feedback. Self-awareness and an open mind to improve oneself is an important trait in effective role modelling. and problem solving will be mirrored by others. Good communication means listening as well as speaking. An effective role model builds confidence in others. When people know what is expected of them they are able to add value with their contributions. are being heard and understood, that the challenges they face are supported and acknowledged by their manager.
  • 91. and long term goals, models the expectations of the business to all employees. practice what they preach. T O P I C 4 - L I A I S E W I T H S T A K E H O L D E R S ESTABLISH AND MAINT A IN OPE N COMMUNICAT IO N PROCES SES WIT H ALL S TAKEHOLDERS You should try to establish a work environment in which you can freely communicate with team members and stakeholders regularly. When talking about stakeholder we could be referring to: g bodies
  • 92. When you solicit feedback from stakeholders, you can learn about issues and resolve problems before things escalate. Some of your stakeholders may have good ideas that can improve workplace efficiency, but you may never hear about these ideas if you don't establish open communication with your staff. You can use several different media to communicate with your stakeholders, but before the dialogue can begin you must first establish some ground rules. - Share some communication ground rules with your stakeholders. Explain that people can't use offensive language in the workplace or make incendiary comments that may be interpreted as racist, sexist or discriminatory. Make sure your employees understand that open communication doesn't mean verbalising every thought that comes into your head. Everyone must act and communicate in a professional manner - Explain key concepts to your team. Managers often communicate via acronyms or jargon that mean nothing to lower ranking employees. Give your employees a list of the acronyms that you commonly use and explain what the letters actually mean, because you can't communicate effectively if your employees don't understand the subject matter - Schedule team meetings. Involve your entire team in
  • 93. weekly meetings, but make sure you schedule the meetings at appropriate times because your employees may think you're not interested in communicating if you constantly reschedule or cancel meetings. Arrange the agenda for the meeting so you have ample time to communicate your ideas and your employees also have a chance to provide feedback - Provide your employees with regular updates on important matters that may impact the workplace. Your workers will feel more in tune with the company if they hear about developments from you rather than having to wait to hear whispers on the grapevine. Openly address issues that may concern your employees, such as cutbacks and budget reductions, to let everyone know where they stand rather than springing unpleasant surprises on them - Institute an open door policy. Literally leave your office door open if you can do so without disrupting your work. Many people perceive closed doors as barriers that managers put up to cut themselves off from their employees. You can encourage your employees to come to your office with questions and concerns, but they're more likely to do so if they see an open door11 11 http://smallbusiness.chron.com/establish-open- communication-work-25071.html There are many different ways of communication with stakeholders, and your organisation will
  • 94. have its preferred methods. COMMUNICATE INFORMATION FROM LIN E MANAGER/MANAGEMENT T O T HE TEAM Line Managers/Managers have many communication requirements. Line manager /management may refer to chief executive officer, direct superior or other management representatives. Predominantly they are responsible to: xplain complex information clearly, putting it in context and in practical ‘on-the- job’ terms management structure agement
  • 95. and develop capabilities — this means being able both to understand the need for it and then see the process through Therefore, there is a great deal of information that needs to be communicated from the Managers to the team. This communication process is vitally important. Communication methods can include: You will need to ensure the communication is clear and concise and is passed on in a timely
  • 96. manner. Staff members need information on time so they can perform their roles as expected by Management so you will need to ensure the information is passed on in the correct amount of time. COMMUNICATE UNRESOLV ED ISSUES, CONCERNS AND PROBLEMS RAIS ED BY T EAM MEMBERS AND FOLL OW-UP WITH L INE MANAGER/MA NAGE MENT AND OTH ER RELEVANT STAKEHOLDER S Communication in relation to issues and problems is vital if you are to provide your team with effective leadership. This means there will be times when you need to communicate with line managers and management to affect a solution for identified issues. There are many skills you need to have to effectively communicate with anyone in your organisation. These skills are called interpersonal skills - You use interpersonal skills to develop
  • 97. shared meaning when you communicate with other people on a one-to-one or group basis. The skills you use will vary according to the people’s needs and the context. In the workplace there are several reasons we may need to communicate and can include: APPROACHES TO COMMUN ICATING WITH OTHERS Effective communication is achieved when ideas and information are exchanged so that meaning is shared. To do this, you need to use appropriate interpersonal skills. This means:
  • 98. In most situations, assertive behaviours are usually the most appropriate. However, we all use a range of interpersonal behaviours. We need to practise so that we learn appropriate assertive behaviour. You will need to ensure you communicate all issues and unresolved problems to your supervisors or line managers in order to solve the problems. Problems and issues left unresolved cause major conflict in the workplace. EVALUATE AND TAKE NE CESSARY CORRECTIVE A CTION REGARDING UNRESOLVE D ISSU ES, CONCERNS AN D PROBLEMS RAIS ED BY I NTERNAL OR EXTERNAL
  • 99. STAKEHOLDERS All employees are required to meet certain standards and behave to these standards in the workplace. Corrective action is another word for correcting behaviour that is unacceptable in the workplace. The goal of the corrective action is to guide the employee to behave in a manner that is acceptable in the workplace, not to punish the employee. ORAL WARNING The supervisor should: say in advance representation behaviour ndards or rules. If they are available in
  • 100. writing, they should be provided to the employee and sustained improvement: Further disciplinary action may be the result on their calendar12 WRITTEN WARNING If the employee has been given an oral warning and the problem behaviour continues, a written warning may be next in line. A written warning should: with the issue 12 http://ucsfhr.ucsf.edu/index.php/pubs/hrguidearticle/chapter- 23-taking-disciplinary-action/ eptable? performance
  • 101. and sustained improvement, the consequence may be further disciplinary action, up to and including dismissal There are further much more severe consequences for on-going behavioural issues, and these will be described in detail in your policies and procedures. Suffice to say the basics of these include: No matter what the corrective action is, it is serious and must be considered in this manner. No corrective action should be taken without consultation with supervisors and/or Managers.
  • 102. 13 http://www.hr.ucdavis.edu/supervisor/Er/Corrective-Action S U M M A R Y Now that you have completed this unit you should have the skills and knowledge required to ensure team effectiveness. If you have any questions about this resource, please ask your trainer. They will be only too happy to assist you when required. R E F E R E N C E S Websites: http://legalrepresentations.co.uk/Services/Consultations.aspx http://supplychainimprovers.org/tag/w-edwards-deming/ http://ucsfhr.ucsf.edu/index.php/pubs/hrguidearticle/chapter-23- taking-disciplinary-action/ http://www.businessballs.com/tuckmanformingstormingnorming
  • 103. performing.htm http://www.depts.ttu.edu/operations/Planning-and-Training- Documents/Employee- Development/Recognition-Guide.pdf http://www.disability.wa.gov.au/Global/Publications/For%20dis ability%20service%2... "Team Dynamics - how they affect performance." n.d. Web. 09 Jun. 2016 <http://www.teamtechnology.co.uk/team/dynamics/overview/>. "Consensus Building | Beyond Intractability." n.d. Web. 09 Jun. 2016 <http://www.beyondintractability.org/essay/consensus- building>. "Five Tips for Effective Employee Recognition." n.d. Web. 09 Jun. 2016 <http://www.awardconcepts.net/artman/publish/printer_29.php> . "www.waseantourism.com." n.d. Web. 09 Jun. 2016 <http://www.waseantourism.com/ft/Approved%20Toolboxes%2 0&%20Competency%20stan dards/Monitor%20workplace%20operations/TM_Manage_workp lace_operations_refined.do>. "How to Establish Open Communication at Work | Chron.com."
  • 104. n.d. Web. 09 Jun. 2016 <http://smallbusiness.chron.com/establish-open-communication- work-25071.html>. S http://legalrepresentations.co.uk/Services/Consultations.aspx http://supplychainimprovers.org/tag/w-edwards-deming/ http://ucsfhr.ucsf.edu/index.php/pubs/hrguidearticle/chapter-23- taking-disciplinary-action/ http://www.businessballs.com/tuckmanformingstormingnorming performing.htm http://www.depts.ttu.edu/operations/Planning-and-Training- Documents/Employee-Development/Recognition-Guide.pdf http://www.depts.ttu.edu/operations/Planning-and-Training- Documents/Employee-Development/Recognition-Guide.pdf http://www.disability.wa.gov.au/Global/Publications/For%20dis ability%20service%20providers/Guidelines%20and%20policies/ Policy%20and%20Procedure%20Manual/pnpmanual_8- 8employeesupervisionappraisal_(id_90_ver_1.0.1).doc BSBWOR502 – Lead and Management Team Effectiveness Requirements: Font: Times New Roman Size: Heading 14 and other 12 Spacing: 1.25 5 APA Style reference and In-text citation Only minimum of 100 words each question so it will be an easy task! BSBWOR502 – Lead and Management Team Effectiveness
  • 105. Questions: 1. What is involved in the team forming stage? 2. What would assist you in developing and facilitating team cohesion? 3. What information would you need to provide stakeholders with? 4. When facilitating team work, what do you need to make sure that you should do? 5. What are the steps in handling poor performance? 6. What does “supporting team members” involved? 7. Explain how group dynamics can support or hinder team performance. 8. Outline strategies that can support team cohesion, participation and performance. 9. Explain strategies for gaining consensus. 10. Explain issue resolution strategies.