TLIG207C - Lead A Work Team or Group - Learner Guide

TLIG207C Lead a
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
Additional resources ....................................................................... 55

TLIG207C Lead a work team or group
Page 2 © Australian National Training Authority 2003

ADELG1039 Customised and developed by Armstrong’s Driver Education Pty Ltd August 2008
What this Learner’s Guide is about
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).
© Australian National Training Authority 2003 Page 3

Customised and developed by Armstrong’s Driver Education Pty Ltd August 2008 ADELG1039
Planning your learning
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.

Section 1: Team planning
Are you able to: Yes No

1. describe what the term ‘work team’
means?
2. identify the difference between effective
and poor work teams?
3. participate in team planning sessions?
Section 2: Developing team commitment

1. identify the different stages of team
development?
2. work effectively with others in a work
team?
3. identify when a team is performing well?
Section 3: Participate in and facilitate the work

team

1. actively encourage team effectiveness?
2. actively encourage individuals to take
individual and joint responsibility?
3. support the team to identify and resolve
problems that impede its performance?
4. participate in a small group discussion to
reach agreement on a work-‐related issue?

Section 4: Manage team performance

1. monitor team performance regularly to
confirm that the team is able to achieve
its goals?
2. mentor and coach team members to
enhance their knowledge and skills?
3. document and review work team tasks?

How you will be assessed
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.
You will be required to:

• set goals and schedule work within your team
• measure team commitment and co-‐operation via a survey
• measure how well you manage team performance via a
survey
• measure how well you contribute to the team’s activities.


Section 1
Team planning

Section outline
Areas covered in this section
The characteristics of an effective work team
The importance of team goals and objectives
How to set smart goals

What is a work team?
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.
The most effective teams:

• are made up of three or more people
• are made up of people who have different skills and
interests
• are made up of people who trust each other
• are made up of people who support each other
• are made up of people who know their jobs, have the skill
to do them well and are committed to their team
• are made up of people who resolve their differences in a
constructive manner
• are formed because of a clear goal or objective that all
members of the team are aware of.
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.

What are objectives and goals?
A team’s objectives or goals are public statements of what they are
working together to achieve.
Team goals are important because goals:

• give the team a purpose
• act as ‘signposts’ during the life of the team
• help the team know that it is on the right track and is
actually doing the things it should be doing?
• help to build the team’s sense of accomplishment
• You have not doubt heard people saying things like, “I
have no idea what’s going on.” This doesn’t often happen
to teams that have clear goals. The goals are determined
by the team and therefore having meaning to each and
every team member.
Why do teams fail to set goals?
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.
Too busy to set goals
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.
Goal setting hasn’t worked in the past
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.
What’s the point of setting 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.
That is, goals that are:

• Specific
• Measurable
• Achievable
• Realistic
• Time-‐oriented.
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
Goals should be challenging but 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.

Activity 1: Goal setting
With the help of your trainer and/or supervisor complete the

following table.
Date: ............................. Yes No
Does your team establish team goals and

objectives?
Does your team establish methods for attaining

team goals?
Does your team develop action plans to meet

goals?
Does your team regularly establish and review

goals and/or objectives?
Does your team set realistic goals?
Does your team set reachable targets?
Does your team develop individual and team goals

to attain organisational objectives?
Does your team set both short and long-term

goals?
Together with your trainer and/or supervisor determine how you

can work on improving the effectiveness of your team. Set goals
and action plans and regularly review these with your trainer and/or
supervisor.
Was your team formed to deal with a specific problem or issue?
Yes No
What is your team’s objective?
____________________________________________________
____________________________________________________
Together with your team members, review your team’s goals.


Section 2
Developing work team

commitment

Section outline
The different stages of team development
The different decision making models
Deciding on the best decision making method

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.
It is common behaviour for team members to be:

• polite
• formal
• quieter than usual.
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.

Activity 2: Team development
What stage of team development is your team at?
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________

Group decision making
There are four basic decision-‐making methods:

• unilateral
• minority
• majority
• consensus.
Unilateral decision making
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.
An unilateral decision could be made because:

• only the leader has the required information or knowledge
to make it
• an emergency situation requires a quick decision
• it may be the decided policy for a certain area of
responsibility.
Minority decision making
A minority decision is made by less than half the member of a team.
A minority decision could be made because:

• one team member dictates group discussion
• a team member is supported in their decision by one
person and doesn’t check with the rest of the team
• two or three members push a decision through quickly.

Majority decision making
A majority decision is made by more than half the members of a team.
A majority decision could be made by:
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.
Consensus decision making
A consensus decision is agreed to by all members of a team, for
whatever reason.
A consensus decision could be made because:

• team members influence other team members to get
support for the decision (basic consensus)
• all team members are prepared to support the decision,
even if all don’t fully agree that it is the right decision to
make (basic consensus)
• all team members completely agree that the decision is
the right one to make (unanimous consensus).
What decision-making method is the best?
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.

Activity 3: Analysing your own team
For one or more of your team discussions and/or meetings, list

examples of decisions made that fall into the following categories.
Unilateral decision making
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
Minority decision-making
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
Majority decision making
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
Consensus decision making
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________

Section 3
Participate and facilitate the work

team

Section outline
The importance of valuing each and every team member
Guidelines for managing problem behaviours

Who is the leader?
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.
It is important to value others
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.
Make sure that you:

• receive all questions (value each and every team member’s
input)
• receive all questions in a respectful manner (remain calm
even if you are presented with a negative attitude)
• evaluate the relevance of the questions (if the question is
not really related to the topic of your discussion, tell your
team member that you feel it would be better to deal with
his/her question at another time).
• respond to questions in a clear and concise manner (you
will break the flow of your presentation and decrease
understanding of your message if you give lengthy
answers).
Treat everybody equally
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.

The following guidelines should help you manage problem behaviours

like:
• argumentative team members
• team members who like the sound of their own voice
• dominant team members
• disruptive team members
• quiet team members.
The argumentative team member
Team members may from time to time appear argumentative.
This may be for a number of reasons, including:

• it is part of their nature
• they are normally good-‐natured but have become upset by
others
• they are natural ‘show-‐offs’
• they find it difficult to state suggestions constructively
• they feel their opinions are being ignored.
Dealing with argumentative team members
When dealing with this type of team member:

• control your own temper
• respond to the content of the member’s comments not
the style of delivery
• try to find merit in their comment, express your agreement
and move on
• try to find out in a non-‐threatening way what is irritating
the team member, in private at another time.
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

• like to be involved

• find it difficult to remain silent
• feel stupid if they don’t contribute.
Dealing with team members who like the sound of their own voice
In this situation, you could:

• thank them for their comments when they take a breath
• refocus the team’s attention by rephrasing your last point
(e.g: as I was saying ...) and then move on from there
• use the rest of the team to cut a talker off by asking
questions like “How does everybody feel about spending
more time on this?” or “Does everybody feel we should
move on?”
The dominant team member
Dominant team members usually take over. They are often the first
person to talk and rarely give other members a chance.
This may be for a number of reasons including that:

• they enjoy an audience
• it is part of their nature to seek attention
• they are very skilled and eager to show it
• they like to be involved
• they find it difficult to remain silent.
Dealing with dominant team members
When you have dominant team members, try to:

• interrupt with statements like “That’s an interesting point,
what do the rest of you think about that?”
• give other team members a chance to influence the
discussion with statements like “Great point. Can you add
to that Linh?”
• seek the team’s opinion of the comments by asking
questions like “Does anyone else have a different
opinion?” or “I can see your point, can anyone else think of
another possibility?” or “Great idea. Victor, given your

experience with this matter, can you add anything to what
Chris has just raised?”
The disruptive team member
Disruptive team members usually hold side conversations with other

members. Sometimes they are discussing the same topic or they could
be having a completely different conversation. Their behaviour is
disruptive.
• 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.
Dealing with disruptive team members
With this type of team member, try to:

• call the individual’s name, restate the last comment made
(by you or another team member) ask for his/her opinion
• as a last resort, ask the whole group to remain focussed on
the discussion.
The quiet team member
Quiet team members are team members who rarely contribute and
often appear apart from the group.
• 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.
Dealing with quiet team members
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
With the help of your trainer and/or supervisor complete the

following table.
Date: ............................. Yes No
Do you recognise the benefits of teamwork?

Do you promote team efforts?
Are you more concerned with your individual
achievements and getting your own work done
than team tasks?
Do you enjoy interacting with others and does
this enthusiasm often make you successful in
your interactions with people?
Do you practise listening and questioning skills to
achieve mutual understanding?
Are you a strong participant in team efforts? (i.e.
you don’t prefer to just getting your own work
done)
Do you keep quiet when you know you could contribute
to team discussions?
Do you communicate confidently and effectively
in team meetings?
Do you dominate team discussions?
Do you allow others to dominate team
discussions?
Do you display a calm, even temperament in
team discussions?
Do you spend most of your time talking and rarely
listen?
Do you feel relaxed and confident with your team
members?
Do you actively work together with your team
members for positive responses to negative
situations and/or problems?

Together with your trainer and/or supervisor look at the questions

you answered NO to and determine how you can work on
improving your work team communication skills. Set goals and
action plans and regularly review these with your trainer and/or
supervisor.

Team problem solving
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
The following statements only give broad clues about a particular

problem:
• the conveyor keeps breaking down
• the parts won’t fit
• the motor won’t start.
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:
The motor won’t start

1. Why?
The engine is not receiving any petrol.
2. Why?
The petrol is not being pumped in.
3. Why?
The pump’s not working.
4. Why?
It’s not receiving power.
5. Why?

The lead is broken.
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.

Activity 5: The ‘WHY’ technique

With the help of your team and your trainer and/or supervisor,
apply the ‘5 Why’s’ technique to a workplace problem.

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.
Problem solving process
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.
Step 1 -‐ Define problem and set goals
In the planning stage it is important to work out what the problem is
and determine goals. For example:
Problem: High rate of workplace injuries.
Goal: Reduce injuries by 30% within 3 months.
Once you define the problem you set a SMART goal.
Step 2 -‐ Plan
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.
Step 3 -‐ Identify potential solutions
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.
Step 4 -‐ Evaluate and follow up
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.

Activity 6: Problem solving
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.
Lead your team through a problem solving process in order to

resolve one or more recurring problems in your workplace (e.g.
backlogs, transport delays, damaged products, equipment failure).


Section 4
Manage team performance

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
How to document and review work team tasks

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.
When allocating work tasks:

• give each member of the team the chance to do different
jobs and encourage them to build up skills and confidence
in new areas
• get input from team members about where they would
like to work and how they think tasks should be allocated
• let people know that they are trusted to perform the task
you have set for them.
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.

Activity 7: Work task allocation

discuss how effective you are at allocating work tasks.

Monitoring team performance
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.

Activity 8: Team effectiveness

analyse how well you monitor the effectiveness of your team.

Giving performance feedback
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.
Formal performance appraisals
Formal performance appraisals that are agreed upon between team

members in accordance with company procedures are used to develop
information that may be helpful to the team member being appraised,
who both needs and wants to learn about his/her particular strengths
and weaknesses in relation to his/her job.

Specifically, performance appraisals:

• give team members feedback on what management thinks
about their performance
• give team members an opportunity to discuss their own
feelings about their job performance (e.g. identifying
training needs, motivation levels)
• assist team members to plan their career
• give team leaders an opportunity to implement mentoring
and coaching support to assist the team member to
enhance his/her knowledge and skills
• allow both the team member and team leader to clarify
the objectives of the job.

Activity 9: Feedback
discuss how effective you are at giving feedback to team members.

Mentoring and coaching team members
Team members, busy completing their work tasks, solving problems

and carrying out their responsibilities may find it difficult to evaluate
their performance objectively. Each work environment has its own
distinct culture. A team member may firmly believe that they are
behaving correctly whilst the organisation’s management may hold a
different view. We all need help from another person to enable us to
be successful within our career. A mentor can provide a team member
with feedback in a manner that brings about a change in behaviour
and work improvement.
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.

Activity 10: Mentoring system

develop a mentoring system/procedure that your team could use to
support team objectives.

Documenting and reviewing work team tasks
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.

Activity 11: Performance measure

discuss what performance outcomes can be measured against
goals for your work team.


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).


TLIG207C - Lead A Work Team or Group - Learner Guide

Încărcat de

Informații document

Titlu original

Drepturi de autor

Formate disponibile

Partajați acest document

Partajați sau inserați document

Opțiuni de partajare

Vi se pare util acest document?

Este necorespunzător acest conținut?

Drepturi de autor:

Formate disponibile

TLIG207C - Lead A Work Team or Group - Learner Guide

Încărcat de

Drepturi de autor:

Formate disponibile

TLIG207C Lead a

Additional resources ....................................................................... 55

Page 2 © Australian National Training Authority 2003

What this Learner’s Guide is about

© Australian National Training Authority 2003 Page 3

Planning your learning

Page 4 © Australian National Training Authority 2003

Section 1: Team planning

Are you able to: Yes No

Section 2: Developing team commitment

Are you able to: Yes No

Section 3: Participate in and facilitate the work

Are you able to: Yes No

© Australian National Training Authority 2003 Page 5

Section 4: Manage team performance

Are you able to: Yes No

Page 6 © Australian National Training Authority 2003

How you will be assessed

You will be required to:

© Australian National Training Authority 2003 Page 7

Page 8 © Australian National Training Authority 2003

© Australian National Training Authority 2003 Page 9

Areas covered in this section

The characteristics of an effective work team

The importance of team goals and objectives

How to set smart goals

Page 10 © Australian National Training Authority 2003

What is a work team?

The most effective teams:

© Australian National Training Authority 2003 Page 11

What are objectives and goals?

Team goals are important because goals:

Why do teams fail to set goals?

Too busy to set goals

Goal setting hasn’t worked in the past

Page 12 © Australian National Training Authority 2003

What’s the point of setting goals?

That is, goals that are:

Goals should be challenging but achievable.

© Australian National Training Authority 2003 Page 13

Page 14 © Australian National Training Authority 2003

Activity 1: Goal setting

With the help of your trainer and/or supervisor complete the

Date: ............................. Yes No

Does your team establish team goals and

Does your team establish methods for attaining

Does your team develop action plans to meet

Does your team regularly establish and review

Does your team set realistic goals?

Does your team set reachable targets?

Does your team develop individual and team goals

Does your team set both short and long-term

Together with your trainer and/or supervisor determine how you

Was your team formed to deal with a specific problem or issue?

What is your team’s objective?

Together with your team members, review your team’s goals.

© Australian National Training Authority 2003 Page 15

Page 16 © Australian National Training Authority 2003

Developing work team

© Australian National Training Authority 2003 Page 17

Areas covered in this section

The different stages of team development

The different decision making models

There are four basic decision-‐making methods: