BSBWOR502 Learner Guide

FIND A SOLUTION AT Academic Writers Bay

Learner Guide
BSBWOR502 Lead and manage team effectiveness
BSBWOR502 Lead and manage team effectiveness Learner Guide
BSBWOR502 Learner Guide V1.0 (20 September2019)
Richmond School of Business | CRICOS Code: 03717E | RTO Code: 45432 Page 2 of 26
Table of Contents
Table of Contents 2
Overview 3
Resources 4
Preparation 5
Conducting Lessons 6
Induction 7
Session 1: Introduction 9
Session 2: Topic 1 – Establish team performance plan 11
Session 3:Topic 2 – Develop and facilitate team cohesion 15
Session 4: Topic 3 Facilitate teamwork 20
Session 5: Topic 4 Liaise with stakeholders 23
Review and Assessment 26
BSBWOR502 Lead and manage team effectiveness Learner Guide
BSBWOR502 Learner Guide V1.0 (20 September2019)
Richmond School of Business | CRICOS Code: 03717E | RTO Code: 45432 Page 3 of 26
Overview
BSBWOR502 Lead and manage team effectiveness
Duration
5 weeks Content delivery: 3 weeks
Assessment: 2 weeks
Suggested Delivery
Week 1
Session 1: Topic 1: Establish team performance plan
Session 2: Topic 1: Establish team performance plan
Week 2
Session 3: Topic 2: Develop and facilitate team cohesion
Session 4: Topic 2: Develop and facilitate team cohesion
Week 3
Session 5: Topic 3: Facilitate teamwork
Session 6: Topic 4: Liaise with stakeholders
Week 4
and 5
Review and assessment
BSBWOR502 Lead and manage team effectiveness Learner Guide
BSBWOR502 Learner Guide V1.0 (20 September2019)
Richmond School of Business | CRICOS Code: 03717E | RTO Code: 45432 Page 4 of 26
Resources
Recommended texts
Leadership and Management Theory and Practice, Cole, Kris, 7th Ed (2019)
Relevant chapters:
Chapter 2 The internal environment
Chapter 3 The formal organisation
Chapter 4 The informal organisation
Chapter 8 Building effective working relationships
Chapter 11 Understanding engagement, motivation and retention
Chapter 13 Building productive work teams
Chapter 20 Developing, managing and monitoring operational plans
Chapter 26 Solving problems and making decisions.
PowerPoint slideshows:
The following slideshows can be used to support the delivery of this lesson: BSBWOR502.pptx
Web links:
Internet links to sources of information, videos or documents are also provided throughout the lesson plan.
If the links are broken, copy and paste them into your web browser.
Industry expertise
To enhance the industry relevance of this classroom-based training approach, we recommend that you
identify an industry expert or experts and invite them in to give short presentations to students.
These industry experts are not trainers but are people who can provide expert industry information to
students to assist them with their learning. Their presentation could last up to one hour and be provided
from week 2 onwards.
BSBWOR502 Lead and manage team effectiveness Learner Guide
BSBWOR502 Learner Guide V1.0 (20 September2019)
Richmond School of Business | CRICOS Code: 03717E | RTO Code: 45432 Page 5 of 26
Preparation
Before you commence delivery of these lessons, take the time to undertake the following:
• Read through this document from start to finish. If you have any queries about how an activity can
best be carried out at RSB, contact your supervisor for advice.
• Read through the recommended texts.
• Conduct further research on the Internet if any concepts are not clear for you.
• Perform each of the activities and homework or self-study that you will give the students.
Before giving each session, read through each day’s plan, as some preparation may be required.
• Sourcing videos
• Checking web links
• Preparing any technical resources required
• Planning role-plays
• Setting up activities such as presentations
• General planning
Equipment
To carry out the Lesson Plan for this unit, the following equipment will be needed:
• Computers with appropriate software and Internet access
• Headsets
• Whiteboard
• Projector
BSBWOR502 Lead and manage team effectiveness Learner Guide
BSBWOR502 Learner Guide V1.0 (20 September2019)
Richmond School of Business | CRICOS Code: 03717E | RTO Code: 45432 Page 6 of 26
Conducting Lessons
Lesson Context
A simulated work environment is to be used when carrying out these lessons.
Therefore, session activities:
• Reflect real life work tasks.
• Are required to be performed within industry standard timeframes as specified by assessors in
relation to each task.
• Are assessed using assessment criteria that relate to the quality of work expected by the industry.
• Are performed to industry safety requirements as relevant.
• Use authentic workplace documentation.
• Require students to work with others as part of a team.
• Require students to plan and prioritise competing work tasks.
• Involve the use of standard, workplace equipment such as computers and software.
• Ensure that students are required to consider workplace constraints such as time and budgets.
Written activities
Activities provided throughout the lesson plan can be undertaken as homework and submitted to the
trainer/assessor and/or conducted within the lesson as an observed task.
Plagiarism, cheating and collusion
Where a trainer/assessor believes there has been an incident of academic misconduct involving plagiarism,
cheating, and/or collusion, they should report this along with reasons for the allegation. Assessors should
refer to their RTO’s policy and procedures regarding training and assessment for further information.”
Practical observations
• Practical observations provide opportunities for students to demonstrate both knowledge and skills.
• Observe performance from an appropriate position.
• Record appropriate comments and use for feedback purposes.
Homework/Self-study
At the end of each session homework/self-study can be set at the discretion of the Assessor. Suggested
activities are also provided.
BSBWOR502 Lead and manage team effectiveness Learner Guide
BSBWOR502 Learner Guide V1.0 (20 September2019)
Richmond School of Business | CRICOS Code: 03717E | RTO Code: 45432 Page 7 of 26
Induction
The following slideshow outlines the induction information provided below for this unit:
Induction.pptx. The trainer/assessor can adapt the information as relevant.
Induction and administrative procedures
Provide your RTO’s induction and housekeeping procedures, or follow the suggested outline:
Cover any general housekeeping such as:
o trainer/assessor administration
o emergency procedures
o location of toilets and fire exits
o WHS, security
o break times
o plagiarism and any other policies and procedures that the college requires the student to
acknowledge or read and agree to, such as mobile phone policies or Internet usage
policies.
Folder management and naming documents
Discuss and demonstrate where and how you would like students to save their work.
As a guide, students should keep all their work for this unit in a folder that has the unit code as its name,
along with the student’s name.
For example:
Any activities and assessment tasks should then be saved to this folder.
Students should name documents logically within the folder structure, it should include:
• Unit code
• Task number
• Task name
• Student last name (optional)
• The date or version number (optional)
For example:
BSBWOR502 Lead and manage team effectiveness Learner Guide
BSBWOR502 Learner Guide V1.0 (20 September2019)
Richmond School of Business | CRICOS Code: 03717E | RTO Code: 45432 Page 8 of 26
Back up
Students should always have a backup of their work on a different device. If the college has a network drive
encourage students to use the drive and then back up to a USB or removable hard drive. If they are using a
USB to save files, then they should keep a backup on their laptop or home computer.
Lesson overview
Provide the students with an overview of the unit and how it will be structured and delivered.
An outline of the suggested delivery is provided on the slide.
Assessment
The assessment is provided in a separate document and should be made available to the students once
the content has been delivered, along with the deadlines and procedures for submission.
BSBWOR502 Lead and manage team effectiveness Learner Guide
BSBWOR502 Learner Guide V1.0 (20 September2019)
Richmond School of Business | CRICOS Code: 03717E | RTO Code: 45432 Page 9 of 26
Session 1: Introduction
Recommended reading
Leadership and Management Theory and Practice, Cole, Kris, 7th Ed (2019)
Relevant chapters:
Chapter 2 The internal environment
Chapter 3 The formal organisation
Chapter 4 The informal organisation
Chapter 8 Building effective working relationships
Chapter 11 Understanding engagement, motivation and retention
Chapter 13 Building productive work teams
Chapter 20 Developing, managing and monitoring operational plans
Chapter 26 Solving problems and making decisions.
Slideshow
Use the slideshow BSBWOR502 Slideshow.pptx to support the delivery of this topic.
Activity: Effective teams
Introduce the session by brainstorming what makes an effective team leader. Write student’s answers up
on the board.
Share your own experiences of leading and managing a team.
Activity: Teams
Complete the following activity in small teams of 2 – 4, depending on the numbers in the class.
Each team will be working together throughout the delivery of the content.
To begin, the group should undertake the following:
1. Think of an original group name that reflects the characteristics of the group
2. The group should find out four facts about each other.
3. For each member of the team list down their strengths and weakness that they will bring to the
team
4. Discuss, vote and decide on a team leader
5. Discuss, vote and decide on a speaker for the team (this will not be the team leader).
6. Allocate roles for the remaining team members (for example one role could be the person
responsible for writing).
7. Each member of the team will have to stand up and present one member of the team to the
rest of the class using the facts that they found out in Task 2. They are allocated approximately
2 minutes each.
BSBWOR502 Lead and manage team effectiveness Learner Guide
BSBWOR502 Learner Guide V1.0 (20 September2019)
Richmond School of Business | CRICOS Code: 03717E | RTO Code: 45432 Page 10 of 26
8. Explain the purpose of workplace safety procedures and instructions (you can do some
research to find out about this if you choose).
9. The team should collaborate on how they will undertake this as a group, in particular the format
and style of the presentation (they should try to be innovative).
10. The speaker will provide a brief introduction of the team i.e. their name and something that
bonds them together as a team.
Trainer/Assessor: Allocate enough time for students to prepare and then 5-10 minutes for each group’s
presentation (this will depend on the number of people in each group but allow approximately 2
minutes each).
BSBWOR502 Lead and manage team effectiveness Learner Guide
BSBWOR502 Learner Guide V1.0 (20 September2019)
Richmond School of Business | CRICOS Code: 03717E | RTO Code: 45432 Page 11 of 26
Session 2: Topic 1 – Establish team performance plan
Recommended reading
Leadership and Management Theory and Practice, Cole, Kris, 7th Ed (2018)
Chapter 11 Understanding engagement, motivation and retention
Chapter 20 Developing, managing and monitoring operational plans
Slideshow
Use the slideshow BSBWOR502 Slideshow.pptx to support the delivery of this topic.
Planning
Goal setting is one of the first steps in reaching performance expectations set by an organisation. A team
needs goals and clear objectives so that performance and achievements can be tracked. It provides:
• clear direction
• goal attainment
• increased productivity/profit
• teamwork
• clear objectives
Strategic or business plans outline the general strategies to be followed in order to achieve an
organisation’s vision and mission statements. A business plan is typically used to look up to 5 years ahead,
providing direction and focus for the organisation and employees.
Therefore, teams need to align their goals and activities to the organisation’s business plan. Managers
need to ensure that teams fulfil this role when undertaking projects to ensure they are contributing to the
overall goals of the organisation.
Activity: Business plans
Students work in their teams:
Research a few examples of business plans, look at the headings used to identify the main purpose of the
plan. Find one plan that the team thinks is the best example, and each keep a copy for future reference.
Explore how team performance plans link to overall business objectives.
BSBWOR502 Lead and manage team effectiveness Learner Guide
BSBWOR502 Learner Guide V1.0 (20 September2019)
Richmond School of Business | CRICOS Code: 03717E | RTO Code: 45432 Page 12 of 26
Purpose of roles, responsibilities and accountabilities
So how can a manager help team members understand the purpose of their roles, responsibilities and
accountabilities?
Managers should have a clear understanding of the goals, plans and objectives of the organisation – it
ensures they can then support team members to understand and act toward meeting work requirements.
This may include:
• expectations of how employees should behave in the workplace
• what the organisation expects team members to achieve in the workplace
• how tasks will be completed
• how performance will be measured.
Subsequently, managers need to be able to effectively communicate well with their team members.
Team members with an understanding of these issues will have a greater likelihood of working effectively
towards team goals.
Once an organisation has established its broad aims, it then develops detailed goals and objectives for how
it will achieve those aims. Managers may be involved at some or all stages of the planning process,
however, an integral part of their role is determining the targets, roles and responsibilities for their work
team. These will have a direct link to the detailed goals and objectives of the organisation and will guide the
short-term targets for the team.
Work goals should be SMARTT:
• specific
• measurable
• attainable
• realistic
• time related
• trackable
Team performance plans
Goals and objectives as above can be documented in a team performance plan. A team performance plan
is a details plan that specifies team goals and objectives, as well as actions to achieve these,
responsibilities, timelines and performance indicators.
Review information about team performance plans at:

Creating Team plans


Team players
Teams will consist of people with very specific strengths and weaknesses. Team members vary in the role
that they play for example some could be practical and organised whereas others could be a good
communicators or problem solvers.
BSBWOR502 Lead and manage team effectiveness Learner Guide
BSBWOR502 Learner Guide V1.0 (20 September2019)
Richmond School of Business | CRICOS Code: 03717E | RTO Code: 45432 Page 13 of 26
Activity: Job positions
Using the Internet, search for your ideal career or job position. Read the job description – did it match your
expectations of the desired role? Make notes.
Discuss your responses in a group discussion facilitated by your trainer and assessor.
Belbin Test
There are a number of different theories that have been developed which categorise the different types of
roles and personalities people display. The Belbin test was developed to specifically identify the different
types of roles team members prefer.
The Belbin test identifies the following roles that individuals adopt when working in teams:
• Shaper
• Plant
• Co-ordinator
• Monitor Evaluator
• Resource Investigator
• Implementer
• Team Worker
• Specialist
• Completer-Finisher
Activity: Belbin
Visit the Belbin website to view the explanations for each role.
Research the various roles that team members take on. Which role are you likely to be? Which role do you
have in your current class team? Is it the same role?
Discuss your responses in a group discussion facilitated by your trainer and assessor.
Activity: Personality quiz
Complete the following quiz, which will help you to identify what type of role their personality suits.
http://testyourself.psychtests.com/testid/3113
Is this the same role that you identified earlier?
Discuss your responses in a group discussion facilitated by your trainer and assessor.
BSBWOR502 Lead and manage team effectiveness Learner Guide
BSBWOR502 Learner Guide V1.0 (20 September2019)
Richmond School of Business | CRICOS Code: 03717E | RTO Code: 45432 Page 14 of 26
Supporting team members
By supporting the members of your team, a manager can ensure that goals are met. This can include:
• explaining or clarifying policies, procedures, instructions standards, codes of conduct and other
organisational operations
• supporting team members to complete tasks on time
• if you have completed your own tasks ahead of schedule, support others
• assisting with problem solving
• providing encouragement
• providing constructive feedback to other team members when appropriate
• share and update information
• allocate mentors or coaches for support and training if required
• using rewards such as positive praise, bonuses, vouchers or extra lunch time break
Activity – Rewards and recognition
In small groups, think about the rewards and recognitions that you may have received in the past that they
have found most beneficial. This could be either in a work or non-work-related context.
Brainstorm ideas and create a list as a group.
Discuss responses in a group discussion facilitated by your trainer and assessor.
Homework/Self-Study
Students should complete any outstanding reading or activities from the session.
Homework/Self-study – discussion
Allocate some time at the beginning of the session to discuss the questions/activities or project work that
students undertook as part of their self-study.
BSBWOR502 Lead and manage team effectiveness Learner Guide
BSBWOR502 Learner Guide V1.0 (20 September2019)
Richmond School of Business | CRICOS Code: 03717E | RTO Code: 45432 Page 15 of 26
Session 3: Topic 2 – Develop and facilitate team
cohesion
Recommended reading
Leadership and Management Theory and Practice
Chapter 8 Building effective working relationships
Chapter 13 Building productive work teams
Slideshow
Use the slideshow BSBWOR502 Slideshow.pptx to support the delivery of this topic.
Team Cohesion
Team cohesion is the extent to which each team members wishes to contribute to the group’s ability to
continue as a functioning work unit. Cohesiveness develops over time out of interpersonal and group-level
attraction, through collaboration, and as a result of a sense of belonging.
Activity – Teamwork videos
Remember the Titans Group v Team
Forming, Storming, Norming, Performing, Adjourning

YOU MAY ALSO READ ...  BAFI1042 Investment – Company Valuation Assignment

Teamwork pays off – various clips

Discuss responses in a group discussion facilitated by your trainer and assessor.
Strategies to achieve team cohesion
There are many ways to achieve team cohesion. For example:
• Promoting interaction between team members increases cohesions as team members feel more
positive towards one another. This can be achieved through regular meetings that are either workrelated or social.
BSBWOR502 Lead and manage team effectiveness Learner Guide
BSBWOR502 Learner Guide V1.0 (20 September2019)
Richmond School of Business | CRICOS Code: 03717E | RTO Code: 45432 Page 16 of 26
Activity: Team Cohesion
Your team is falling apart! Tracy doesn’t turn up to meetings, Dave doesn’t seem to trust anyone’s input
and Lucy seems to be doing all the work. The team’s role is to manage the integration of a new software
program to be used by staff for diary management. As a manager you are finding it difficult to keep your
team on target.
List all the factors you would consider creating better team cohesion.
Now compare your response with those of your team. Did you all have similar answers?
How did the rest of the class compare? Did their teams have the same response?
Discuss responses in a group discussion facilitated by your trainer and assessor.
Group dynamics
Group dynamics play a major role in teams. Review the following article about team dynamics:
https://www.mindtools.com/pages/article/improving-group-dynamics.htm
Decision making
Planning and decision-making strategies could include:
• establishing team boundaries;
• meeting on a regular basis
• open communication channels
• fostering team participation
• inclusion
• collaboration
Fostering creative and productive decision-making could include:
• Brainstorming sessions
• The Nominal Group technique
• Meetings (face to face, video conferencing or teleconferencing)
Activity: Decision making
Work in your teams to answer the following questions.
• Research the Nominal Group technique and provide a brief overview of how it operates.
• What other tools are available for decision-making? Provide a brief overview of each one you find.
Discuss responses in a group discussion facilitated by your trainer and assessor.
BSBWOR502 Lead and manage team effectiveness Learner Guide
BSBWOR502 Learner Guide V1.0 (20 September2019)
Richmond School of Business | CRICOS Code: 03717E | RTO Code: 45432 Page 17 of 26
Activity: Online collaboration
Considering that your team members are all located over a number of different areas, what online
collaboration tools could be used to keep your team cohesive when working on projects outside of school
hours?
• research 2-3 software tools
• compare and contrast each one
• use the demo to see how each works
• the team should decide on one of the collaboration software tools to use based on their findings
and a team discussion.
• present your software to the class, showing how it works and why it would work for your team.
Discuss responses in a group discussion facilitated by your trainer and assessor.
Policies and Procedures
Managers should be aware of all the policies and procedures pertaining to the organisation. These should
be provided to employees so that they are aware of the expectations of the organisation.
Documentation can include induction documents, WHS procedures, Codes of Conduct policies, position
description, roles and responsibilities, Internet use Policy, etc. Most organisations will have an induction or
training day for all new employees and keep up-to-date policies and procedures on the intranet, which
would be available to all employees.
Activity: Brainstorming
List all the policy and procedure documentation that you were aware of at a former workplace if they had
one or to brainstorm typical workplace policies and procedures.
Discuss responses in a group discussion facilitated by your trainer and assessor.
Activity: Sample Policy and procedure
Work in your teams to undertake the following:
Create an Internet Usage Policy
Create a procedure for sending emails to clients.
You could also replace this with other typical policies and procedures for students to develop.
Discuss responses in a group discussion facilitated by your trainer and assessor.
Trainer/assessors: You could also replace this with other typical policies and procedures for students to
develop.
BSBWOR502 Lead and manage team effectiveness Learner Guide
BSBWOR502 Learner Guide V1.0 (20 September2019)
Richmond School of Business | CRICOS Code: 03717E | RTO Code: 45432 Page 18 of 26
Performance and feedback
Providing guidelines will allow for optimum performance amongst team members. This could take the form
of induction mornings or training days for all new employees. A job description will provide a clear
overview of the specific duties, roles, responsibilities and accountabilities of each employee.
Feedback can support teams to maximise their performance and enhance their professional development
and growth. Being honest and providing clear communication channels will encourage a team to recognise
issues, resolve problems and improve their performance to become a more effective team. Being a good
communicator is a key characteristic of an effective manager.
Activity: Performance reviews
Video clips: Performance reviews
It’s Big Keith’s appraisal, what will office manager David Brent make of his strengths and weaknesses.
YOU MAY ALSO READ ...  technology application and presentation

Awkward Performance Review

Discuss responses in a group discussion facilitated by your trainer and assessor.
Activity: Create feedback
Consider how your team have performed so far. How could you provide feedback to each team member?
Create a format that you could use to create feedback for each team member.
You will need to:
• List down their strengths and weaknesses.
• State if each team member has taken responsibility for their own work roles and if not why.
Write a paragraph for each team member that you can provide as feedback. It should be:
• Encouraging
• Show the team member is valued
• Provide constructive feedback on their overall performance
In your own words then describe how you would reward individual and team efforts to encourage their
progress.
Discuss responses in a group discussion facilitated by your trainer and assessor.
BSBWOR502 Lead and manage team effectiveness Learner Guide
BSBWOR502 Learner Guide V1.0 (20 September2019)
Richmond School of Business | CRICOS Code: 03717E | RTO Code: 45432 Page 19 of 26
Issues and Concerns
Addressing issues and concerns within teams can involve team meetings, forums, problem solving process
and grievance procedures to solve issues.
When problems or issues do occur the policies and procedures set in place by the organisation will provide
a clear, defined process for all concerned
Activity: Problem solving processes
There are many models available to support the problem-solving process. Use the Internet to search for a
problem-solving process that you could use to address concerns you have with your team.
Complete this activity in small groups and then report back to the whole group in the form of a short
presentation.
Discuss responses in a group discussion facilitated by your trainer and assessor.
Homework/Self-Study
Students should complete any outstanding reading or activities from the session.
Homework/Self-study – discussion
Allocate some time at the beginning of the session to discuss the questions/activities or project work that
students undertook as part of their self-study.
BSBWOR502 Lead and manage team effectiveness Learner Guide
BSBWOR502 Learner Guide V1.0 (20 September2019)
Richmond School of Business | CRICOS Code: 03717E | RTO Code: 45432 Page 20 of 26
Session 4: Topic 3 Facilitate teamwork
Recommended reading
Leadership and Management Theory and Practice
Chapter 26 Solving problems and making decisions
Slideshow
Use the slideshow BSBWOR502 Slideshow.pptx to support the delivery of this topic.
Communication
Communication within teams should be encouraged and promoted from within. Teams should be:
• open and receptive to communication channels
• be involved and participative in decision making
• valued and motivated to increase morale
• open to feedback and reviews
Managers should develop a relationship of trust and honesty with their team by being supportive,
professional, confidential, respectful of personal issues, acknowledging work input and be clear in their
communication.
Activity: Diversity
Q. Define diversity in the workplace.
Diversity in teams bring different skills, attitudes, behaviour, experiences, knowledge, expertise,
personalities and work ethics. A manager’s role is to manage these differences.
Q. Keeping this in mind, list the ways in which a manager can promote a positive climate, which
encourages team members to share ideas, information and knowledge and ensures that all team members
feel confident and comfortable in supporting other team members?
BSBWOR502 Lead and manage team effectiveness Learner Guide
BSBWOR502 Learner Guide V1.0 (20 September2019)
Richmond School of Business | CRICOS Code: 03717E | RTO Code: 45432 Page 21 of 26
Competencies
To link individual performance to the goals of the business, some organisations use ‘competencies.’ These
are the integrated knowledge, skills, judgment, and attributes that people need to perform a job effectively.
By having a defined set of competencies for each role in your team, it shows workers the kind of
behaviours the organisation values, and which it requires to help achieve its objectives.
Not only can your team members work more effectively and achieve their potential, but there are many
business benefits to be had from linking personal performance with corporate goals and values.
Defining which competencies are necessary can help managers:
• Select appropriate team members
• Ensure that the team demonstrates sufficient expertise
• Effectively evaluate performance
• Identify skill and competency gaps more efficiently
• Provide relevant or appropriate training and professional development
• Allocate secondments
• Provide mentoring or coaching
• Recognise and reward achievements
Monitoring performance
Monitoring work performance will help identify how a team is managing. It helps to keep track of what’s
going on and allows for modification of work activities or roles.
Steps can include:
• identification
• measures
• comparison
• action
For effective monitoring the information gathered or obtained should be accurate, timely and cost effective.
The processes should also meet the needs of the organisation.
BSBWOR502 Lead and manage team effectiveness Learner Guide
BSBWOR502 Learner Guide V1.0 (20 September2019)
Richmond School of Business | CRICOS Code: 03717E | RTO Code: 45432 Page 22 of 26
Activity: Group Project – Presentation
Work in your teams to undertake the following:
Create a PowerPoint, Prezi or Slide-share presentation about leading and managing a team, including best
practice leadership techniques to facilitate team cohesion and work outcomes, developing and
communicating policies and procedures and best practice performance planning.
The team will need to allocate roles and responsibilities for ensuring that the presentation:
• Is ready on time
• Shows team cohesion
• Fits into the time allocated.
The presentation should:
• address the topic requirements as above
• is presented in a consistent, professional and structured format using a software of their choice
• is not too wordy and catches the attention of the audience.
• includes each team member presenting a part of the slideshow
The presentation should be kept to 15 minutes and be entertaining, innovative and show a great team
performance.
Feedback should then be given by the rest of the class on:
• how well they think the team performed
• the strengths and weaknesses of the presentation
• a rating for each member of the team out of 10
The team with the highest rating is the winner.
Each team should then provide a brief overview of feedback on the performance of their own team. Include:
If the team did in fact work cohesively and why/why not.
How they supported team members throughout the project.
If problems were identified during the project and how well, they were resolved.
Discuss responses in a group discussion facilitated by your trainer and assessor.
Trainer/assessor: It is up to you when the presentations are delivered but it is recommended this should be
allocated at the end of Session 6. Allocate 15 minutes for each presentation.
Homework/Self-Study
Students should complete any outstanding reading or activities from the session.
Continue to work in teams on the Group Project presentations.
Homework/Self-study – discussion
Allocate some time at the beginning of the session to discuss the questions/activities or project work that
students undertook as part of their self-study.
BSBWOR502 Lead and manage team effectiveness Learner Guide
BSBWOR502 Learner Guide V1.0 (20 September2019)
Richmond School of Business | CRICOS Code: 03717E | RTO Code: 45432 Page 23 of 26
Session 5: Topic 4 Liaise with stakeholders
Recommended reading
Leadership and Management Theory and Practice
Chapter 11 Understanding engagement, motivation and retention
Chapter 13 Building productive work teams
Slideshow
Use the slideshow BSBWOR502 Slideshow.pptx to support the delivery of this topic.
Open communication processes
It is extremely important to have a good communication process in place for stakeholders. It should be
active, frequent, collaborative and ongoing.
Formal methods could include:
• Meetings, either face to face online or teleconferencing;
• Online collaboration
• Email, telephone or letters
• Newsletters/discussion forums
• Project communication either by a progress report or email update
Informal methods could include:
• elevator conversations
• lunch meetings
• events
It is important to constantly monitor the communication channels to ensure that it is being used effectively.
Management communication
This can be verbal or written communication to the team leader or members of the team. Effective
interpersonal communication processes are essential to the establishment AND maintenance of effective
teams. Communication should be continuous, relevant and appropriate to the team.
BSBWOR502 Lead and manage team effectiveness Learner Guide
BSBWOR502 Learner Guide V1.0 (20 September2019)
Richmond School of Business | CRICOS Code: 03717E | RTO Code: 45432 Page 24 of 26
Team communication
Team members must also be able to communicate effectively so that:
• information required to perform tasks is available
• each team member collaborates to achieve results
• each member can support one another
Conflict
Organisational procedures, systems, policies, codes of conduct, documentation and processes ensure that
correct steps are taken if conflict arises. Managers must try to resolve any issues but unresolved issues
must also be addressed so that team morale and work activities can continue. Any issues that do arise
should be communicated to all stakeholders in a professional and confidential manner.
Activity: Conflict resolution strategies
In the group teams, search on the Internet for conflict resolution strategies. Brainstorm with the team to
create a comprehensive list to help resolve problems within the team.
Discuss responses in a group discussion facilitated by your trainer and assessor.
Negotiation
If there are unresolved issues, then negotiations can provide a forum for deciding on a course of action or
solution.
In many cases, conflict in the workplace just seems to be a fact of life. We’ve all seen situations where
different people with different goals and needs have come into conflict. And we’ve all seen the oftenintense personal animosity that can result.
The fact that conflict exists, however, is not necessarily a bad thing: As long as it is resolved effectively, it
can lead to personal and professional growth. In many cases, effective conflict resolution can make the
difference between positive and negative outcomes.
The good news is that by resolving conflict successfully, you can solve many of the problems that it has
brought to the surface, as well as getting benefits that you might not at first expect:
• Increased understanding: The discussion needed to resolve conflict expands people’s awareness
of the situation, giving them an insight into how they can achieve their own goals without
undermining those of other people.
• Increased group cohesion: When conflict is resolved effectively, team members can develop
stronger mutual respect, and a renewed faith in their ability to work together.
• Improved self-knowledge: Conflict pushes individuals to examine their goals in close detail, helping
them understand the things that are most important to them, sharpening their focus, and enhancing
their effectiveness.
However, if conflict is not handled effectively, the results can be damaging. Conflicting goals can quickly
turn into personal dislike. Teamwork breaks down. Talent is wasted as people disengage from their work.
And it’s easy to end up in a vicious downward spiral of negativity and recrimination.
o Source: http://www.mindtools.com/pages/article/newLDR_81.htm
BSBWOR502 Lead and manage team effectiveness Learner Guide
BSBWOR502 Learner Guide V1.0 (20 September2019)
Richmond School of Business | CRICOS Code: 03717E | RTO Code: 45432 Page 25 of 26
Activity: Reading
Visit the following Mindtools site and read the article discussing Conflict Styles and A Conflict Resolution
Process. There is also a short video clip on conflict resolution in the workplace.
http://www.mindtools.com/pages/article/newLDR_81.htm
Discuss responses in a group discussion facilitated by your trainer and assessor.
Activity: Group Project – Presentation
Carry on with the group project.
Discuss responses in a group discussion facilitated by your trainer and assessor.
Homework/Self-Study
Students should complete any outstanding reading or activities from the session.
BSBWOR502 Lead and manage team effectiveness Learner Guide
BSBWOR502 Learner Guide V1.0 (20 September2019)
Richmond School of Business | CRICOS Code: 03717E | RTO Code: 45432 Page 26 of 26
Review and Assessment
The content of this unit has now been covered.
Review and completion
Allocate time for students to complete any outstanding activities, reading, role-plays, meetings,
presentations or further tasks that require observation or submission to the trainer/assessor.
The trainer/assessor should allow time to review any topics or activities undertaken by students to
consolidate their learning.
Discuss the Assessment Tasks
Take time to discuss each task in detail if required, and ensure that the students understand the
assessment procedures, submission instructions and deadlines.
Students should use these sessions to work on their assessment tasks, with support from the
trainer/assessor.
Support
The trainer/assessor should provide as much support as is appropriate for students whilst they undertake
their assessment tasks. The trainer/assessor may have to timetable meetings or role-play’s that require
observation for assessment, so it is important to ensure that this has been considered into the lesson
planning.
Housekeeping
Provide some time at the end of the last session for housekeeping such as administrational duties, student
feedback and farewells.

Order from Academic Writers Bay
Best Custom Essay Writing Services

QUALITY: 100% ORIGINAL PAPERNO PLAGIARISM – CUSTOM PAPER