Learner GuideBSBWOR502 Lead and manage team effectivenessBSBWOR502 Lead and manage team effectiveness Learner GuideBSBWOR502 Learner Guide V1.0 (20 September2019)Richmond School of Business | CRICOS Code: 03717E | RTO Code: 45432 Page 2 of 26Table of ContentsTable of Contents 2Overview 3Resources 4Preparation 5Conducting Lessons 6Induction 7Session 1: Introduction 9Session 2: Topic 1 – Establish team performance plan 11Session 3:Topic 2 – Develop and facilitate team cohesion 15Session 4: Topic 3 Facilitate teamwork 20Session 5: Topic 4 Liaise with stakeholders 23Review and Assessment 26BSBWOR502 Lead and manage team effectiveness Learner GuideBSBWOR502 Learner Guide V1.0 (20 September2019)Richmond School of Business | CRICOS Code: 03717E | RTO Code: 45432 Page 3 of 26OverviewBSBWOR502 Lead and manage team effectivenessDuration5 weeks Content delivery: 3 weeksAssessment: 2 weeksSuggested Delivery Week 1Session 1: Topic 1: Establish team performance planSession 2: Topic 1: Establish team performance planWeek 2Session 3: Topic 2: Develop and facilitate team cohesionSession 4: Topic 2: Develop and facilitate team cohesionWeek 3Session 5: Topic 3: Facilitate teamworkSession 6: Topic 4: Liaise with stakeholdersWeek 4and 5Review and assessment BSBWOR502 Lead and manage team effectiveness Learner GuideBSBWOR502 Learner Guide V1.0 (20 September2019)Richmond School of Business | CRICOS Code: 03717E | RTO Code: 45432 Page 4 of 26ResourcesRecommended textsLeadership and Management Theory and Practice, Cole, Kris, 7th Ed (2019)Relevant chapters:Chapter 2 The internal environmentChapter 3 The formal organisationChapter 4 The informal organisationChapter 8 Building effective working relationshipsChapter 11 Understanding engagement, motivation and retentionChapter 13 Building productive work teamsChapter 20 Developing, managing and monitoring operational plansChapter 26 Solving problems and making decisions.PowerPoint slideshows:The following slideshows can be used to support the delivery of this lesson: BSBWOR502.pptxWeb 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 expertiseTo enhance the industry relevance of this classroom-based training approach, we recommend that youidentify 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 tostudents to assist them with their learning. Their presentation could last up to one hour and be providedfrom week 2 onwards.BSBWOR502 Lead and manage team effectiveness Learner GuideBSBWOR502 Learner Guide V1.0 (20 September2019)Richmond School of Business | CRICOS Code: 03717E | RTO Code: 45432 Page 5 of 26PreparationBefore 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 canbest 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 planningEquipmentTo carry out the Lesson Plan for this unit, the following equipment will be needed:• Computers with appropriate software and Internet access• Headsets• Whiteboard• ProjectorBSBWOR502 Lead and manage team effectiveness Learner GuideBSBWOR502 Learner Guide V1.0 (20 September2019)Richmond School of Business | CRICOS Code: 03717E | RTO Code: 45432 Page 6 of 26Conducting LessonsLesson ContextA 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 inrelation 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 activitiesActivities provided throughout the lesson plan can be undertaken as homework and submitted to thetrainer/assessor and/or conducted within the lesson as an observed task.Plagiarism, cheating and collusionWhere 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 shouldrefer 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-studyAt the end of each session homework/self-study can be set at the discretion of the Assessor. Suggestedactivities are also provided.BSBWOR502 Lead and manage team effectiveness Learner GuideBSBWOR502 Learner Guide V1.0 (20 September2019)Richmond School of Business | CRICOS Code: 03717E | RTO Code: 45432 Page 7 of 26InductionThe 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 proceduresProvide your RTO’s induction and housekeeping procedures, or follow the suggested outline:Cover any general housekeeping such as:o trainer/assessor administrationo emergency procedureso location of toilets and fire exitso WHS, securityo break timeso plagiarism and any other policies and procedures that the college requires the student toacknowledge or read and agree to, such as mobile phone policies or Internet usagepolicies.Folder management and naming documentsDiscuss 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 GuideBSBWOR502 Learner Guide V1.0 (20 September2019)Richmond School of Business | CRICOS Code: 03717E | RTO Code: 45432 Page 8 of 26Back upStudents should always have a backup of their work on a different device. If the college has a network driveencourage students to use the drive and then back up to a USB or removable hard drive. If they are using aUSB to save files, then they should keep a backup on their laptop or home computer.Lesson overviewProvide 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.AssessmentThe assessment is provided in a separate document and should be made available to the students oncethe content has been delivered, along with the deadlines and procedures for submission.BSBWOR502 Lead and manage team effectiveness Learner GuideBSBWOR502 Learner Guide V1.0 (20 September2019)Richmond School of Business | CRICOS Code: 03717E | RTO Code: 45432 Page 9 of 26Session 1: IntroductionRecommended readingLeadership and Management Theory and Practice, Cole, Kris, 7th Ed (2019)Relevant chapters:Chapter 2 The internal environmentChapter 3 The formal organisationChapter 4 The informal organisationChapter 8 Building effective working relationshipsChapter 11 Understanding engagement, motivation and retentionChapter 13 Building productive work teamsChapter 20 Developing, managing and monitoring operational plansChapter 26 Solving problems and making decisions.SlideshowUse the slideshow BSBWOR502 Slideshow.pptx to support the delivery of this topic.Activity: Effective teamsIntroduce the session by brainstorming what makes an effective team leader. Write student’s answers upon the board.Share your own experiences of leading and managing a team.Activity: TeamsComplete 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 group2. 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 theteam4. Discuss, vote and decide on a team leader5. 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 personresponsible for writing).7. Each member of the team will have to stand up and present one member of the team to therest of the class using the facts that they found out in Task 2. They are allocated approximately2 minutes each.BSBWOR502 Lead and manage team effectiveness Learner GuideBSBWOR502 Learner Guide V1.0 (20 September2019)Richmond School of Business | CRICOS Code: 03717E | RTO Code: 45432 Page 10 of 268. Explain the purpose of workplace safety procedures and instructions (you can do someresearch 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 formatand 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 thatbonds them together as a team.Trainer/Assessor: Allocate enough time for students to prepare and then 5-10 minutes for each group’spresentation (this will depend on the number of people in each group but allow approximately 2minutes each).BSBWOR502 Lead and manage team effectiveness Learner GuideBSBWOR502 Learner Guide V1.0 (20 September2019)Richmond School of Business | CRICOS Code: 03717E | RTO Code: 45432 Page 11 of 26Session 2: Topic 1 – Establish team performance planRecommended readingLeadership and Management Theory and Practice, Cole, Kris, 7th Ed (2018)Chapter 11 Understanding engagement, motivation and retentionChapter 20 Developing, managing and monitoring operational plansSlideshowUse the slideshow BSBWOR502 Slideshow.pptx to support the delivery of this topic.PlanningGoal setting is one of the first steps in reaching performance expectations set by an organisation. A teamneeds goals and clear objectives so that performance and achievements can be tracked. It provides:• clear direction• goal attainment• increased productivity/profit• teamwork• clear objectivesStrategic or business plans outline the general strategies to be followed in order to achieve anorganisation’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. Managersneed to ensure that teams fulfil this role when undertaking projects to ensure they are contributing to theoverall goals of the organisation.Activity: Business plansStudents work in their teams:Research a few examples of business plans, look at the headings used to identify the main purpose of theplan. 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 GuideBSBWOR502 Learner Guide V1.0 (20 September2019)Richmond School of Business | CRICOS Code: 03717E | RTO Code: 45432 Page 12 of 26Purpose of roles, responsibilities and accountabilitiesSo how can a manager help team members understand the purpose of their roles, responsibilities andaccountabilities?Managers should have a clear understanding of the goals, plans and objectives of the organisation – itensures 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 effectivelytowards team goals.Once an organisation has established its broad aims, it then develops detailed goals and objectives for howit 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 workteam. These will have a direct link to the detailed goals and objectives of the organisation and will guide theshort-term targets for the team.Work goals should be SMARTT:• specific• measurable• attainable• realistic• time related• trackableTeam performance plansGoals and objectives as above can be documented in a team performance plan. A team performance planis 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:http://www.crowe-associates.co.uk/teams-and-groups/team-plans/Team playersTeams will consist of people with very specific strengths and weaknesses. Team members vary in the rolethat they play for example some could be practical and organised whereas others could be a goodcommunicators or problem solvers.BSBWOR502 Lead and manage team effectiveness Learner GuideBSBWOR502 Learner Guide V1.0 (20 September2019)Richmond School of Business | CRICOS Code: 03717E | RTO Code: 45432 Page 13 of 26 Activity: Job positionsUsing the Internet, search for your ideal career or job position. Read the job description – did it match yourexpectations of the desired role? Make notes.Discuss your responses in a group discussion facilitated by your trainer and assessor. Belbin TestThere are a number of different theories that have been developed which categorise the different types ofroles and personalities people display. The Belbin test was developed to specifically identify the differenttypes 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: BelbinVisit 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 youhave 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 quizComplete the following quiz, which will help you to identify what type of role their personality suits.http://testyourself.psychtests.com/testid/3113Is 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 GuideBSBWOR502 Learner Guide V1.0 (20 September2019)Richmond School of Business | CRICOS Code: 03717E | RTO Code: 45432 Page 14 of 26Supporting team membersBy 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 otherorganisational 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 recognitionIn small groups, think about the rewards and recognitions that you may have received in the past that theyhave 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-StudyStudents should complete any outstanding reading or activities from the session.Homework/Self-study – discussionAllocate some time at the beginning of the session to discuss the questions/activities or project work thatstudents undertook as part of their self-study.BSBWOR502 Lead and manage team effectiveness Learner GuideBSBWOR502 Learner Guide V1.0 (20 September2019)Richmond School of Business | CRICOS Code: 03717E | RTO Code: 45432 Page 15 of 26Session 3: Topic 2 – Develop and facilitate teamcohesionRecommended readingLeadership and Management Theory and PracticeChapter 8 Building effective working relationshipsChapter 13 Building productive work teamsSlideshowUse the slideshow BSBWOR502 Slideshow.pptx to support the delivery of this topic.Team CohesionTeam cohesion is the extent to which each team members wishes to contribute to the group’s ability tocontinue as a functioning work unit. Cohesiveness develops over time out of interpersonal and group-levelattraction, through collaboration, and as a result of a sense of belonging. Activity – Teamwork videosRemember the Titans Group v TeamForming, Storming, Norming, Performing, Adjourninghttps://www.youtube.com/watch?v=hEJaz3sinEsTeamwork pays off – various clipshttps://www.youtube.com/watch?v=wuo13FrNX6gDiscuss responses in a group discussion facilitated by your trainer and assessor. Strategies to achieve team cohesionThere are many ways to achieve team cohesion. For example:• Promoting interaction between team members increases cohesions as team members feel morepositive towards one another. This can be achieved through regular meetings that are either workrelated or social.BSBWOR502 Lead and manage team effectiveness Learner GuideBSBWOR502 Learner Guide V1.0 (20 September2019)Richmond School of Business | CRICOS Code: 03717E | RTO Code: 45432 Page 16 of 26 Activity: Team CohesionYour team is falling apart! Tracy doesn’t turn up to meetings, Dave doesn’t seem to trust anyone’s inputand Lucy seems to be doing all the work. The team’s role is to manage the integration of a new softwareprogram to be used by staff for diary management. As a manager you are finding it difficult to keep yourteam 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 dynamicsGroup dynamics play a major role in teams. Review the following article about team dynamics:https://www.mindtools.com/pages/article/improving-group-dynamics.htmDecision makingPlanning and decision-making strategies could include:• establishing team boundaries;• meeting on a regular basis• open communication channels• fostering team participation• inclusion• collaborationFostering creative and productive decision-making could include:• Brainstorming sessions• The Nominal Group technique• Meetings (face to face, video conferencing or teleconferencing) Activity: Decision makingWork 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 GuideBSBWOR502 Learner Guide V1.0 (20 September2019)Richmond School of Business | CRICOS Code: 03717E | RTO Code: 45432 Page 17 of 26 Activity: Online collaborationConsidering that your team members are all located over a number of different areas, what onlinecollaboration tools could be used to keep your team cohesive when working on projects outside of schoolhours?• 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 findingsand 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 ProceduresManagers should be aware of all the policies and procedures pertaining to the organisation. These shouldbe 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, positiondescription, roles and responsibilities, Internet use Policy, etc. Most organisations will have an induction ortraining day for all new employees and keep up-to-date policies and procedures on the intranet, whichwould be available to all employees. Activity: BrainstormingList all the policy and procedure documentation that you were aware of at a former workplace if they hadone or to brainstorm typical workplace policies and procedures.Discuss responses in a group discussion facilitated by your trainer and assessor. Activity: Sample Policy and procedureWork in your teams to undertake the following:Create an Internet Usage PolicyCreate 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 todevelop.BSBWOR502 Lead and manage team effectiveness Learner GuideBSBWOR502 Learner Guide V1.0 (20 September2019)Richmond School of Business | CRICOS Code: 03717E | RTO Code: 45432 Page 18 of 26Performance and feedbackProviding guidelines will allow for optimum performance amongst team members. This could take the formof induction mornings or training days for all new employees. A job description will provide a clearoverview of the specific duties, roles, responsibilities and accountabilities of each employee.Feedback can support teams to maximise their performance and enhance their professional developmentand growth. Being honest and providing clear communication channels will encourage a team to recogniseissues, resolve problems and improve their performance to become a more effective team. Being a goodcommunicator is a key characteristic of an effective manager. Activity: Performance reviewsVideo clips: Performance reviewsIt’s Big Keith’s appraisal, what will office manager David Brent make of his strengths and weaknesses.https://www.youtube.com/watch?v=IkYUDQCYGHAAwkward Performance Reviewhttps://www.youtube.com/watch?v=gdp4sPviV74Discuss responses in a group discussion facilitated by your trainer and assessor. Activity: Create feedbackConsider 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 performanceIn your own words then describe how you would reward individual and team efforts to encourage theirprogress.Discuss responses in a group discussion facilitated by your trainer and assessor. BSBWOR502 Lead and manage team effectiveness Learner GuideBSBWOR502 Learner Guide V1.0 (20 September2019)Richmond School of Business | CRICOS Code: 03717E | RTO Code: 45432 Page 19 of 26Issues and ConcernsAddressing issues and concerns within teams can involve team meetings, forums, problem solving processand grievance procedures to solve issues.When problems or issues do occur the policies and procedures set in place by the organisation will providea clear, defined process for all concerned Activity: Problem solving processesThere are many models available to support the problem-solving process. Use the Internet to search for aproblem-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 shortpresentation.Discuss responses in a group discussion facilitated by your trainer and assessor. Homework/Self-StudyStudents should complete any outstanding reading or activities from the session.Homework/Self-study – discussionAllocate some time at the beginning of the session to discuss the questions/activities or project work thatstudents undertook as part of their self-study.BSBWOR502 Lead and manage team effectiveness Learner GuideBSBWOR502 Learner Guide V1.0 (20 September2019)Richmond School of Business | CRICOS Code: 03717E | RTO Code: 45432 Page 20 of 26Session 4: Topic 3 Facilitate teamworkRecommended readingLeadership and Management Theory and PracticeChapter 26 Solving problems and making decisionsSlideshowUse the slideshow BSBWOR502 Slideshow.pptx to support the delivery of this topic.CommunicationCommunication 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 reviewsManagers 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 theircommunication. Activity: DiversityQ. 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, whichencourages team members to share ideas, information and knowledge and ensures that all team membersfeel confident and comfortable in supporting other team members? BSBWOR502 Lead and manage team effectiveness Learner GuideBSBWOR502 Learner Guide V1.0 (20 September2019)Richmond School of Business | CRICOS Code: 03717E | RTO Code: 45432 Page 21 of 26CompetenciesTo link individual performance to the goals of the business, some organisations use ‘competencies.’ Theseare 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 ofbehaviours 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 manybusiness 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 achievementsMonitoring performanceMonitoring work performance will help identify how a team is managing. It helps to keep track of what’sgoing on and allows for modification of work activities or roles.Steps can include:• identification• measures• comparison• actionFor 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 GuideBSBWOR502 Learner Guide V1.0 (20 September2019)Richmond School of Business | CRICOS Code: 03717E | RTO Code: 45432 Page 22 of 26 Activity: Group Project – PresentationWork in your teams to undertake the following:Create a PowerPoint, Prezi or Slide-share presentation about leading and managing a team, including bestpractice leadership techniques to facilitate team cohesion and work outcomes, developing andcommunicating 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 slideshowThe presentation should be kept to 15 minutes and be entertaining, innovative and show a great teamperformance.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 10The 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 beallocated at the end of Session 6. Allocate 15 minutes for each presentation.Homework/Self-StudyStudents should complete any outstanding reading or activities from the session.Continue to work in teams on the Group Project presentations.Homework/Self-study – discussionAllocate some time at the beginning of the session to discuss the questions/activities or project work thatstudents undertook as part of their self-study.BSBWOR502 Lead and manage team effectiveness Learner GuideBSBWOR502 Learner Guide V1.0 (20 September2019)Richmond School of Business | CRICOS Code: 03717E | RTO Code: 45432 Page 23 of 26Session 5: Topic 4 Liaise with stakeholdersRecommended readingLeadership and Management Theory and PracticeChapter 11 Understanding engagement, motivation and retentionChapter 13 Building productive work teamsSlideshowUse the slideshow BSBWOR502 Slideshow.pptx to support the delivery of this topic.Open communication processesIt is extremely important to have a good communication process in place for stakeholders. It should beactive, 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 updateInformal methods could include:• elevator conversations• lunch meetings• eventsIt is important to constantly monitor the communication channels to ensure that it is being used effectively.Management communicationThis can be verbal or written communication to the team leader or members of the team. Effectiveinterpersonal communication processes are essential to the establishment AND maintenance of effectiveteams. Communication should be continuous, relevant and appropriate to the team.BSBWOR502 Lead and manage team effectiveness Learner GuideBSBWOR502 Learner Guide V1.0 (20 September2019)Richmond School of Business | CRICOS Code: 03717E | RTO Code: 45432 Page 24 of 26Team communicationTeam 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 anotherConflictOrganisational procedures, systems, policies, codes of conduct, documentation and processes ensure thatcorrect steps are taken if conflict arises. Managers must try to resolve any issues but unresolved issuesmust also be addressed so that team morale and work activities can continue. Any issues that do ariseshould be communicated to all stakeholders in a professional and confidential manner. Activity: Conflict resolution strategiesIn the group teams, search on the Internet for conflict resolution strategies. Brainstorm with the team tocreate a comprehensive list to help resolve problems within the team.Discuss responses in a group discussion facilitated by your trainer and assessor. NegotiationIf there are unresolved issues, then negotiations can provide a forum for deciding on a course of action orsolution.In many cases, conflict in the workplace just seems to be a fact of life. We’ve all seen situations wheredifferent 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, itcan lead to personal and professional growth. In many cases, effective conflict resolution can make thedifference between positive and negative outcomes.The good news is that by resolving conflict successfully, you can solve many of the problems that it hasbrought 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 awarenessof the situation, giving them an insight into how they can achieve their own goals withoutundermining those of other people.• Increased group cohesion: When conflict is resolved effectively, team members can developstronger 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, helpingthem understand the things that are most important to them, sharpening their focus, and enhancingtheir effectiveness.However, if conflict is not handled effectively, the results can be damaging. Conflicting goals can quicklyturn 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.htmBSBWOR502 Lead and manage team effectiveness Learner GuideBSBWOR502 Learner Guide V1.0 (20 September2019)Richmond School of Business | CRICOS Code: 03717E | RTO Code: 45432 Page 25 of 26 Activity: ReadingVisit the following Mindtools site and read the article discussing Conflict Styles and A Conflict ResolutionProcess. There is also a short video clip on conflict resolution in the workplace.http://www.mindtools.com/pages/article/newLDR_81.htmDiscuss responses in a group discussion facilitated by your trainer and assessor. Activity: Group Project – PresentationCarry on with the group project.Discuss responses in a group discussion facilitated by your trainer and assessor. Homework/Self-StudyStudents should complete any outstanding reading or activities from the session.BSBWOR502 Lead and manage team effectiveness Learner GuideBSBWOR502 Learner Guide V1.0 (20 September2019)Richmond School of Business | CRICOS Code: 03717E | RTO Code: 45432 Page 26 of 26Review and AssessmentThe content of this unit has now been covered.Review and completionAllocate 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 toconsolidate their learning.Discuss the Assessment TasksTake time to discuss each task in detail if required, and ensure that the students understand theassessment procedures, submission instructions and deadlines.Students should use these sessions to work on their assessment tasks, with support from thetrainer/assessor.SupportThe trainer/assessor should provide as much support as is appropriate for students whilst they undertaketheir assessment tasks. The trainer/assessor may have to timetable meetings or role-play’s that requireobservation for assessment, so it is important to ensure that this has been considered into the lessonplanning.HousekeepingProvide some time at the end of the last session for housekeeping such as administrational duties, studentfeedback and farewells.
