Академический Документы
Профессиональный Документы
Культура Документы
work team or
group
Learner Guide
Contents
What this Learner’s Guide is about ........................................ 3
Planning your learning ........................................................... 4
How you will be assessed ...................................................... 7
Section 1............................................................................................. 9
Team planning ....................................................................... 9
Section 2........................................................................................... 17
Developing work team commitment ..................................... 17
Section 3........................................................................................... 25
Participate and facilitate the work team ............................... 25
Section 4........................................................................................... 41
Manage team performance .................................................. 41
This
Learner’s
Guide
is
about
the
skills
and
knowledge
required
to
lead
a
work
team
or
group
including
participating
in
team/group
planning,
managing
and
developing
team/group
performance,
participating
in
and
facilitating
the
work
team/group
in
its
achievement
of
workplace
tasks,
and
documenting
and
reviewing
work
team/group
performance.
The
Elements
of
Competency
from
the
unit
TLIG207C
Lead
a
work
team
or
group
covered
in
this
Learner’s
Guide
are
listed
below.
Participate
in
team/group
planning
Manage
and
develop
team/group
performance
Participate
in
and
facilitate
the
work
team/group
Document
and
review
work
team/group
tasks
This
unit
of
competency
is
from
the
Transport
and
Logistics
Training
Package
(TLI07).
It
is
important
to
plan
your
learning
before
you
start
because
you
may
already
have
some
of
the
knowledge
and
skills
that
are
covered
in
this
Learner’s
Guide.
This
might
be
because:
• you
have
been
working
in
the
industry
for
some
time,
and/or
• you
have
already
completed
training
in
this
area.
Together
with
your
supervisor
or
trainer
use
the
checklists
on
the
following
pages
to
help
you
plan
your
study
program.
Your
answers
to
the
questions
in
the
checklist
will
help
you
work
out
which
sections
of
this
Learner’s
Guide
you
need
to
complete.
This
Learner’s
Guide
is
written
with
the
idea
that
learning
is
made
more
relevant
when
you,
the
learner,
are
actually
working
in
the
industry.
This
means
that
you
will
have
people
within
the
enterprise
who
can
show
you
things,
discuss
how
things
are
done
and
answer
any
questions
you
have.
Also
you
can
practise
what
you
learn
and
see
how
what
you
learn
is
applied
in
the
enterprise.
If
you
are
working
through
this
Learner’s
Guide
and
have
not
yet
found
a
job
in
the
industry,
you
will
need
to
talk
to
your
trainer
about
doing
work
experience
or
working
and
learning
in
some
sort
of
simulated
workplace.
Assessment
of
this
Unit
of
Competency
will
include
observation
of
real
or
simulated
work
processes
using
workplace
procedures
and
questioning
on
underpinning
knowledge
and
skills.
It
must
be
demonstrated
in
an
actual
or
simulated
work
situation
under
supervision.
Section 1
Team planning
Section outline
Work
teams
are
groups
of
people
who
work
together
towards
the
same
goals
and
objectives.
These
goals
and
objectives
could
be
to:
• reduce
workplace
accidents
and
incidents
• reduce
the
number
of
quality
problems
• increase
customer
satisfaction
• solve
a
particular
workplace
problem.
Some
work
teams
stay
together
for
a
long
period
of
time
(e.g.
the
sales
team)
while
others
are
formed
to
deal
with
one
specific
issue
or
problem.
Work
teams
are
often
used
to
increase
the
effectiveness
of
a
business
and
to
quickly
solve
workplace
problems
as
they
happen.
Team goals
Before
a
team
can
achieve
anything,
it
needs
a
clear
vision
of
where
it
is
going
and
how
it
is
going
to
get
there.
Team
goals
are
a
clear
statement
of
the
results
the
team
is
working
to
achieve.
A
team’s
objectives
or
goals
are
public
statements
of
what
they
are
working
together
to
achieve.
You
have
already
learned
that
a
team
needs
to
know
where
it
is
heading
and
determine
how
to
get
there.
Without
goals,
how
will
we
know
if
we
are
successful
or
our
efforts
are
useful?
Here
are
a
number
of
different
reasons
why
teams
fail
to
set
goals:
• because
we
are
too
busy
• because
we’ve
tried
it
in
the
past
and
it
didn’t
work
• because
we
simply
don’t
see
the
point.
It
is
very
easy
for
people
to
say
that
they
are
too
busy
getting
things
done
to
work
out
what
needs
to
be
done.
But
this
sort
of
attitude
usually
only
leads
to
people
feeling
effective
and
busy.
Without
goals
it
is
all
too
easy
to
do
things
that
are
not
really
priorities.
Failure
is
one
of
the
greatest
demotivators.
Failing
to
achieve
something
can
lead
to
discouragement
and
eventually
stopping
what
it
was
you
were
trying
to
achieve.
Often
teams
will
set
goals
and
head
off
in
the
right
direction
but
over-‐enthusiasm,
individual
team
member’s
personal
goals
or
‘bright
ideas’
may
get
in
the
way
of
proper
planning
and
reduce
the
team’s
ability
to
actually
achieve
their
goals.
Many
teams
go
about
their
day
to
day
life
in
a
way
that
they
feel
comfortable
with.
Goals
often
encourage
teams
to
take
calculated
risks.
SMART goals
If your team wants to be effective you need to set SMART goals.
Specific
For
each
goal,
your
team
should
be
able
to
describe
exactly
what
it
wants
to
achieve.
Measurable
For
each
goal,
your
team
should
be
able
to
know
when
the
goal
has
been
achieved.
Achievable
Realistic
At
times
teams
set
goals
that
are
really
beyond
their
reach
or
abilities.
While
it
is
a
good
idea
to
challenge
the
team,
your
goals
should
be
realistic.
Time-oriented
For each goal, set a time when that goal should be met.
Yes No
____________________________________________________
____________________________________________________
Section 2
Section outline
Team players
A
team
can
only
be
successful
if
every
member
of
the
team
is
a
team
player.
Team behaviour
Research
carried
out
in
the
area
of
‘Team
Development’
shows
that
teams
grow
and
develop
and
in
doing
so
they
go
through
several
different
stages.
There
are
a
number
of
different
models
that
can
be
used
to
assess
what
stage
your
team
is
at;
one
of
them
is
Tuckman’s
Model.
Tuckman’s
Model
lists
the
following
four
stages
of
team
development:
• forming
• storming
• norming
• performing.
Forming
When
a
team
begins,
team
members
are
not
always
sure
of
what
is
expected
of
them
individually
or,
in
some
cases,
the
team
itself.
During
this
stage
the
team
relies
heavily
on
the
team
leader
for
guidance.
If
you
are
the
team
leader
it
is
useful
to
give
team
members
an
opportunity
to:
• get
to
know
each
other
• clearly
understand
the
purpose
of
the
team.
Storming
After
the
forming
stage,
team
members
start
to
question
the
goals
of
the
team.
They
express
their
opinions
and
feelings
more
freely.
If
you
are
the
team
leader
it
is
useful
to
give
team
members
an
opportunity
to:
• debate
issues
• be
open
• give
and
receive
constructive
feedback
• handle
conflict
positively.
Norming
At
this
stage
the
team
has
established
the
ground
rules
and
agreed
on
working
procedures.
Team
members
will
feel
comfortable
confiding
in
each
other
and
sharing
their
problems
and
feelings.
Performing
The
team
is
well
and
truly
established
and
operating
effectively.
Team
members
have
a
commitment
to
team
goals
and
conflicting
views
are
handled
positively
and
constructively.
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
A
unilateral
decision
is
a
decision
that
is
made
by
one
person
in
authority.
They
may
make
the
decision
on
their
own
or
based
on
information
they
have
received
from
others.
A minority decision is made by less than half the member of a team.
A majority decision is made by more than half the members of a team.
Voting
After discussion, team members vote ‘for’ or ‘against’ an idea.
Polling
After
discussion,
the
team
leader
may
ask
if
everybody
agrees
and
make
a
decision
based
on
whether
the
majority
of
people
do
agree
with
the
proposed
action.
A
consensus
decision
is
agreed
to
by
all
members
of
a
team,
for
whatever
reason.
There
are
number
of
things
that
determine
the
best
decision
making
method.
They
include:
• the
amount
of
time
available
• how
easy
it
is
to
get
all
team
members
together
• the
importance
of
the
decision
• how
important
it
is
to
gain
support
for
the
decision.
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
Minority decision-making
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
Section 3
Section outline
As
a
team
matures
the
style
of
the
team
leader
should
change.
Team
leaders
should
not
dominate
the
team.
In
fact,
the
leadership
should
shift
from
member
to
member,
depending
on
the
circumstances.
This
is
because
different
members
possess
their
own
unique
set
of
experiences,
skills
and
knowledge.
Sometimes
it
will
be
appropriate
for
different
members
to
assume
a
leadership
role
because
of
their
strengths.
The
team
should
be
focussed
on
getting
the
job
done,
not
on
who
is
controlling
the
team.
Effective
team
leaders
are
generally
‘in
tune’
with
their
team.
They
are
conscious
of
how
the
team
operates
and
sensitive
to
each
member’s
needs.
You
may
be
called
on
to
present
information
or
your
opinion
to
your
team.
Give
your
team
members
an
opportunity
to
seek
clarification,
build
on
discussion
or
present
their
opinions.
Your
ability
to
handle
questions
can
make
or
break
team
discussion.
Every
team
member
is
an
individual.
They
will
be
different
from
each
other
in
a
number
of
ways.
How
you
handle
your
interactions
with
each
member
of
your
team
will
determine
your
success
as
a
team
member.
Team members who like the sound of their own voice
Some
team
members
may
like
to
share
information,
regardless
of
whether
they
actually
have
something
to
contribute.
They
often
share
information
that
has
no
direct
relationship
to
the
task
at
hand
and
steer
the
group
‘off
track’.
This
may
be
for
a
number
of
reasons,
including
that
they:
• get
bored
easily
Dealing with team members who like the sound of their own voice
Dominant
team
members
usually
take
over.
They
are
often
the
first
person
to
talk
and
rarely
give
other
members
a
chance.
experience
with
this
matter,
can
you
add
anything
to
what
Chris
has
just
raised?”
This
may
be
for
a
number
of
reasons,
including
that
they:
• they
find
it
difficult
to
state
suggestions
to
the
group
• they
feel
their
opinions
will
be
ignored
by
the
group
• they
are
bored
• they
get
easily
distracted.
Quiet
team
members
are
team
members
who
rarely
contribute
and
often
appear
apart
from
the
group.
This
may
be
for
a
number
of
reasons,
including
that
they:
• are
bored
• are
timid
and
insecure
• come
from
a
culture
that
doesn’t
encourage
verbal
participation
in
groups
• feel
superior
and
above
the
rest
of
the
group
• are
annoyed
about
having
to
attend.
To deal with quiet team members, try to involve them, and:
• ask
for,
but
do
not
force,
the
team
member
to
give
their
opinion
• maintain
eye
contact
with
those
who
appear
shy
when
you
ask
a
question
• try
to
find
out
in
a
non-‐threatening
way
the
reason
why
the
team
member
is
not
contributing
such
as
in
private
at
another
time,
ask
–
“Do
you
feel
that
you
have
nothing
to
contribute?”
• observe
the
team
member
outside
of
team
discussions
and/or
meetings
and
find
out
if
the
person
− sits
alone
at
breaks
and
meal
times?
− appears
to
have
few
friends?
− has
disrespectful
remarks
made
about
them
by
other
group
members.
• give
the
team
member
an
opportunity
to
succeed
(i.e.
utilise
their
knowledge,
skills
and
experiences).
Activity 4: Teamwork
If
you
are
team
leader
you
will
regularly
be
required
to
guide
your
team
through
a
problem-‐solving
process.
As
the
team
leader
you
are
not
responsible
for
controlling
the
content
of
discussions.
Your
role
is
to
maintain
the
structure
of
the
problem-‐solving
process
and:
• make
sure
that
the
team
follows
the
problem-‐solving
steps
• make
sure
that
the
team
does
not
leap
to
solutions
before
completing
the
problem-‐solving
process
• make
sure
that
each
team
member’s
contributions
are
included
and
valued
• make
sure
that
each
team
member
feels
valued
• make
sure
the
team
remains
focussed
on
its
goals.
Problem identification
A
clever
technique
developed
by
Japanese
car
manufacturers
is
the
‘5
Whys’.
Asking
the
question
‘why’
until
you
can
no
longer
answer,
will
certainly
uncover
some
clues.
For example:
Obviously
you
would
need
to
do
some
visual
checks
in
between
the
questions
and
the
answers
but
using
the
‘5
Why’s’
technique
helps
you
to
narrow
down
the
problem
of
the
motor
not
working,
to
problems
with
the
pump.
What is a problem?
A
problem
can
come
in
a
number
of
different
forms
but
is
basically
the
difference
between
the
actual
results
and
the
results
you
expected.
For example:
You
should
be
able
to
fully
load
a
vehicle
in
under
an
hour.
Over
the
past
week
we
have
not
been
able
to
load
a
vehicle
in
less
than
75
minutes.
Expected
results:
You
should
be
able
to
fully
load
a
vehicle
in
under
an
hour.
Actual results: It is taking around 75 minutes to load a vehicle.
Problem:
The
problem
is
that
we
are
15
minutes
behind
schedule
for
each
vehicle.
There
are
many
variations
of
problem
solving
models.
The
one
we
will
use
here
has
the
following
four
steps:
• define
problem
and
set
goals
• plan
• take
corrective
action
• evaluate
and
follow
up.
In
the
planning
stage
it
is
important
to
work
out
what
the
problem
is
and
determine
goals.
For
example:
As
a
team,
collect
and
analyse
data.
Then
you
need
to
break
the
data
into
small
pieces.
Taking
this
data
into
consideration
you
can
use
problem-‐solving
tools
to
determine
potential
causes
and
then
establish
and
test
for
the
root
cause.
The
tools
most
often
used
are
Pareto
charts,
cause
and
effect
diagrams,
and
brainstorming
sessions.
As
a
team,
using
a
variety
of
problem
solving
tools,
you
will
identify
potential
solutions.
Where
there
are
several
possible
solutions
that
seem
capable
of
solving
the
problem,
the
solution
chosen
should
be
for
one
of
the
following
reasons:
• simplest
solution
• cheapest
solution
• longer
term
solution.
It
is
very
important,
once
a
solution
has
been
introduced
that
you
measure
its
effect.
This
is
for
two
important
reasons:
• you
need
proof
to
know
that
something
has
worked
• showing
that
the
solution
has
worked
tells
everybody
that
their
work
is
worthwhile.
Ask your trainer and/or supervisor to show you how to use problem
solving tools that are used by your organisation.
• Pareto charts
• brainstorming sessions
• cause and effect diagrams.
Section 4
Section outline
How
to
monitor
team
performance
regularly
to
confirm
that
the
team
is
able
to
achieve
its
goals
How
to
mentor
and
coach
team
members
to
enhance
their
knowledge
and
skills
Assigning tasks
Team
members
should
meet
regularly
for
a
short
period
of
time
in
order
to
identify
who
will
be
responsible
for
which
work
tasks.
Every
team
member
should
be
clear
about
what
they
need
to
do
and
what
other
team
members
are
expected
to
do.
When
working
in
teams
it
is
the
team
leader’s
job
to
make
sure
that
work
is
allocated
fairly.
You
might
like
to
use
the
following
steps
to
help
your
team
allocate
tasks.
• List
all
the
tasks
you
team
needs
to
complete
in
order
of
importance.
• Assign
tasks
to
team
members
based
on
their
areas
of
competence
and
expertise
and
their
availability.
• Brief
each
team
member
on
their
assigned
tasks
and
the
relationships
of
their
tasks
to
those
of
others.
The
team’s
performance
must
be
regularly
reviewed
so
that
team
members
know
how
well
they
are
meeting
their
objectives/goals
and
have
a
chance
to
implement
strategies
to
improve
their
outcomes.
It
is
your
job
as
team
leader
to
ensure
that
your
team
continues
to
grow
and
adapt
to
the
ever-‐changing
conditions
of
the
work
environment.
Some
of
the
questions
you
can
ask
yourself,
as
a
team,
in
order
to
determine
how
well
you
are
performing
include:
• have
we
completed
all
our
set
tasks?
• were
our
deadlines
met?
• was
the
work
done
to
an
acceptable
standard?
• did
we
run
into
any
problems?
• was
there
any
conflict
between
team
members?
Whatever
the
result,
you
should
take
the
time
to
really
understand
the
factors
that
led
to
either
success
or
failure
and
to
discuss
how
performance
in
the
future
can
be
improved.
It
is
important
that
everyone
is
given
the
opportunity
to
comment
on
the
results.
Make
sure
that
you
also
recognise
the
efforts
of
those
involved
with
praise
and
supportive
comments.
Very
often
someone
is
performing
well
below
either
their
capacity
or
your
expectations.
Do
not
stick
your
head
in
the
sand
and
hope
that
they
will
realise
what
they
are
doing
and
change.
Indeed,
teammates
will
often
cover
up
for
another
team
member
rather
than
tackle
the
issue
head
on.
Whilst
it
is
tempting
to
avoid
performance
problems
you
are
only
protecting
yourself
from
the
emotional
trauma
of
a
difficult
situation
and
are
being
grossly
unfair
to
the
team
member.
By
discussing
performance
problems
you
will
provide
an
opportunity
to
allow
that
person
to
develop
and
grow.
Informal feedback
When
you
give
informal
feedback
to
a
team
member
on
their
performance
make
sure
that
you:
• give
the
feedback
privately
to
the
team
member
involved
• are
as
relaxed
and
informal
as
possible
• maintain
a
calm,
objective
point
of
view.
For
example:
Subjective
statements
such
as
‘you
don’t
work
as
hard
as
others,’
‘you
are
easily
upset,’
or
‘you
don’t
show
any
interest
in
your
job’
are
subjective
statements
that
are
likely
to
offend.
An
objective
statement
like
‘the
average
time
to
load
a
truck
is
one
hour
and
you
are
taking
on
average
an
hour
and
a
half’
is
on
the
other
hand
less
likely
to
offend
and
obviously
has
more
meaning
than
‘you
don’t
work
as
hard
as
others.’
• decide
with
the
employee
on
how
his/her
future
performance
can
be
improved
• close
the
feedback
session
courteously.
Activity 9: Feedback
With the help of your team and your trainer and/or supervisor,
discuss how effective you are at giving feedback to team members.
It
is
important
that
the
team
member
is
given
an
opportunity
to
select
their
mentor.
It
is
equally
important
that
the
person
chosen
is
willing
to
act
as
a
mentor
for
the
team
member
and
is
given
time
and
support
from
the
company
to
act
in
this
role.
Just
remember
that
it
is
your
job
as
team
leader
to
help
your
team
to
be
successful
in
their
jobs,
and
to
give
and
do
everything
you
possibly
can
to
help
them
achieve
their
personal
best.
Therefore,
coaching
is
an
essential
skill
for
a
team
leader
to
have.
Good
team
leaders,
like
good
coaches,
help
their
teams
realise
their
full
potential
by
giving
individuals
feedback
on
their
performance,
passing
on
skills
to
individuals
and
facilitating
the
team
so
that
it
functions
as
a
whole.
It
is
an
important
part
of
your
job
to
compare
your
team’s
task
activities
with
the
planned
objectives,
task
instructions
and
specifications
to
ensure
all
requirements
have
been
met.
Regardless
of
the
work
task,
you
can
measure
your
team’s
performance
on
the
following:
• the
amount
of
work
completed
compared
to
the
work
plan
or
action
plan
• the
quality
of
the
work
completed
• the
actual
costs
compared
to
the
budget
• whether
the
deadline
was
met
• whether
customer’s
expectations
were
met
• all
necessary
documentation
related
to
job
planning
and
progress
is
completed
and
recorded.
Additional
resources
Print
based:
• company
procedures
and
quality
documentation
• references
available
in
the
workplace
relating
to
leadership
and
management
(you
may
have
a
library
or
individuals
may
be
references
in
their
own
personal
collections
or
your
local
library
will
have
references
in
this
area).