BSBWOR502– Lead and Manage Team Effectiveness

ASSESSMENT ACTIVITY 2 – Facilitate team cohesion and teamwork

BSB51915 Diploma of Leadership and Management

ASSESSMENT ACTIVITY 2 COVER SHEET

Please ensure this form is fully completed prior to submitting.

This page should be on the front of your assessment and needs to be easily accessible.

 

Student Number:
Student Name:
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Course:

STUDENT DECLARATION

I hereby certify that:

1. This assessment task is my own work based on my personal study/research and not the work of another student and/or source.
2. I have acknowledged all material and sources used to prepare this assessment task.
3. I have not plagiarised or copied any part of this assessment task from the work of any other student or source either.
4. This assessment task has not previously been submitted.
5. I am aware of the requirements set by my Trainer & Assessor.
6. I have retained a copy of this assessment task for my own records.
7. I have completed all my assessments, tasks & activities (on moodle®) successfully.

Student’s Signature: _______________________________  Date: _________________

Wentworth Institute RTO Code: 91178        November 2017 Version: 1.0

Student instructions

This assessment must be based on where you work (or have worked most recently).

This Assessment is designed to test the knowledge that you have acquired throughout the unit. Use the following tips to help you answer the questions:

Read each question carefully. Check with your trainer or assessor if you are not sure what the question is asking.

HINT: Use these questions as subheadings to create a business style report to answer your assessment

Your response to each question should aim to provide enough information to answer the question. In most cases, this can be done with just a few paragraphs. Don’t forget to refer to attachments under the heading (question) applicable, e.g. ‘See attached email’.

Important: Your assessment must contain this coversheet and your own coversheet (for your “report”)

Your answers & assessment submission must professional in style (Business), content and format. Maximum font size 11 points: Font Arial or Times New Roman; single spacing; clear paragraphswith appropriate punctuation, spellchecking and final submission will need to be proof-read. (i.e. few missing words or typo’s)

In particular:

– Use clear, non-discriminatory language

– Avoid the use of jargon

– Write clearly using plain English

– Consider your target audience

– Ensure that your responses meet the needs of the target audience (in this case your trainer or assessor).

All of your work must be original.

Performance Evidence

Evidence of the ability to:

• use leadership techniques and strategies to facilitate team cohesion and work outcomes including:
• encouraging and fostering shared understanding of purpose, roles and responsibilities
• identifying and resolving problems
• providing feedback to encourage, value and reward others
• modelling desired behaviour and practices
• develop policies and procedures to ensure team members take responsibility for own work and assist others to undertake required roles and responsibilities
• establish processes to address issues and resolve performance issues
• support team to meet expected performance outcomes including providing formal and informal learning opportunities as needed
• develop performance plans with key performance indicators (KPIs), outputs and goals for individuals or the team which incorporate input from stakeholders
• communicate effectively with a range of stakeholders about team performance plans and team performance
• facilitate two-way flow of information between team and management relevant to team performance
• evaluate and take necessary corrective action regarding unresolved issues, concerns and problems raised by internal or external stakeholders.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

• explain how group dynamics can support or hinder team performance
• outline strategies that can support team cohesion, participation and performance
• explain strategies for gaining consensus
• explain issue resolution strategies.

 

 

Marking and Criteria guide:

Assessor and student must read this carefully before assessment.

A 75% demonstrated competence in the answers is the benchmark only and students & assessors must note that professionally critical aspects/concepts must be included (e.g. two (2) meetings, two (2) role plays, performance action plan and written report).All parts (criteria) in the marking guide must be completed successfully for the student to achieve competence in this unit

EDUCATOR to complete

Observation/assessment	Satisfactory/not Satisfactory		Comments
Pre-assessment work completed
All assessments, tasks & activities (on moodle®) successfully
ACTIVITY 2 – Facilitate team cohesion and teamwork
Part A
Belbin team rolesrepresented the way the student play a part in a team
Explained whether the part the student played in the team covers just one of the roles or several roles.
Belbin roles applied to some people in your team. All Belbin roles are represented in this team?
Part B
Practical ways to unleash productivity and innovation within explained?
What team members expect of their leader explained?
List some of the behaviours the studentshave seen from managers of leaders they admire.
Explained whythe need to give positive feedback to people immediately or not long after the event.
Explained if the negative feedback be delivered immediately and/or long after the event.

 

Practical Checklist

Assessor to complete:(circle)

Did you observe the student?YesNo

Further comments required

Assessor Comments

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

Resubmission required? Yes_________ No___________

Date resubmission must be handed in:  ________________________

Assessor’s name and signature:  _______________________________

Date:  _________________________

 

Activity 2 –Facilitate team cohesion and teamwork

Part A – Belbin’s case study

Look at the short introduction video at www.belbin.com. Then, read the following:

Belbin’s team roles

An effective way to assess the relative strengths and weaknesses of a team. Helps the team to understand ways in which it could improve performance.

Description

The following were developed by Meredith Belbin in 1981, following nine years of study and have become one of the most accessible and widely used tools to support team building. The team roles were designed to define and predict potential success of management teams, recognising that the strongest teams have a diversity of characters and personality types. They have been criticised due to their potential oversimplification and ‘pigeon-holing’ of individuals. However, when used wisely to gain insight about the working of the team and identify the team strengths and weaknesses it can be extremely useful.

Belbin describes a team role as “a tendency to behave, contribute and interrelate with others in a particular way.” There are 3 action oriented roles – Shaper, Implementer and Completer Finisher; 3 people oriented roles – Co-ordinator, Team worker and Resource Investigator and 3 cerebral roles – Plant, Monitor Evaluator and Specialist.

Use of the team roles

It should always be remembered that the tool helps to describe an individual’s ‘preferred’ team roles and is designed to indicate how you would ideally operate in a team environment. Strength in one team role is often at the expense of what might be seen as a weakness in another context.

An ideal team should ideally have a healthy balance of all 9 team roles. Strong teams normally have a strong co-ordinator, a plant, a monitor evaluator and one or more implementers, team workers, resource investigators or completer finishers. A shaper should be an alternative to a co-ordinator rather than having both. In practice, the ideal is rarely the case, and it can be beneficial for a team to know which of the team roles are either over represented or absent and to understand individual’s secondary roles.

Team roles tend to develop and mature and may change with experience and conscious attention. If a role is absent from the team, then it is often filled by someone who has not recognised this role as a dominant one. The team should share their team roles to increase understanding and enable mutual expectations to be met.

Further information

• Belbin, R. Meredith (2003), Management teams: why they succeed or fail, 2nd Ed, Butterworth Heinemann, Oxford

• Belbin, R. Meredith (1996), Team roles at work, Butterworth Heinemann, Oxford

1. Which of the Belbin team roles(above) do you think represents the way you play a part in a team? Why?

2. Explain whether the part you play in the team covers just one of these roles or several roles.

3. Think about a team familiar to you:

• Can you recognise Belbin roles applying to some people in your team?
• Do you think all of the Belbin roles are represented in this team?

Part B – Unleash the productivity and innovation

Look at the website http://www.insyncsurveys.com.au/resources/articles/newsletter/2014/12/latest-research-5-ways-to-unleash-the-productivity-and-innovation-within/

1. What are the 5 practical ways to unleash productivity and innovation within?

2. Expectations of leaders. What do team members expect of their leader?

3. List some of the behaviours you have seen from managers of leaders you admire. Rather than listing actual operational activities they might have undertaken, focus on the activities they have engaged in that have supported the team and helped them succeed.

4. Why do you need to give positive feedback to people immediately or not long after the event?

5. Should negative feedback be delivered immediately and/or long after the event? Why/Why not?