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TLIG107C Work

effectively with
others
Learner Guide
Contents
What this Learner’s Guide is about ........................................ 3  
Planning your learning ........................................................... 4  
How you will be assessed ...................................................... 6  

Section 1............................................................................................. 7  
Work with others .................................................................... 7  

Section 2........................................................................................... 19  
Contribute to the planning of the activity .............................. 19  

Section 3........................................................................................... 29  
Contribute to determination of appropriate work roles ......... 29  

Additional resources ....................................................................... 33  


TLIG107C Work effectively with others

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What this Learner’s Guide is about

This  Learner’s  Guide  is  about  skills  and  knowledge  required  to  work  
effectively  with  others  in  a  workplace  including  contributing  to  
determination  of  appropriate  work  roles,  contributing  to  the  planning  
of  activities,  and  working  with  others  to  complete  the  activities.  

The  Elements  of  Competency  from  the  unit  TLIG107C  Work  effectively  
with  others  covered  in  this  Learner’s  Guide  are  listed  below.  
Contribute  to  determination  of  appropriate  work  roles  
Contribute  to  the  planning  of  the  activity  
Work  with  others  
This  unit  of  competency  is  from  the  Transport  and  Logistics  
Training  Package  (TLI07).  

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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.    

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Section 1: Work with others

Are  you  able  to:   Yes   No  


1. give  information  clearly  and  concisely?        
2. present  a  view/opinion  appropriate  to  a  
group  discussion?          
3. contribute  positively  to  a  group?        
4. use  appropriate  procedures  at  meetings?        
5. take  follow  up  steps  based  on  the  decision  
your  team  has  made?        

Section 2: Contribute to the planning of the


activity

Are  you  able  to:   Yes   No  


1. complete  the  tasks  you  agreed  to  do?        
2. contribute  helpful  information?          
3. listen  to  and  support  others?          
4. receive  and  carry  out  instructions  
effectively?          

Section 3: Contribute to determination of


appropriate work roles

Are  you  able  to:   Yes   No  


1. identify  work  roles  within  your  
workplace?          
2. identify  the  appropriate  person  to  
complete  a  task?          

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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:  


• demonstrate  that  you  can  follow  instructions  given  to  you  
• demonstrate  that  you  can  give  others  clear  instructions    
• demonstrate  that  you  can  participate  in  a  group  activity.    

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Section 1

Work with others

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Section outline

Areas  covered  in  this  section  

Why  do  we  have  work  teams?  

What  are  work  teams?  

What  are  some  features  of  teams?  

What  communication  skills  do  you  need  to  work  well  in  a  team?  

How  well  do  you  communicate  at  work?  

How  well  do  you  listen  at  work?  

How  do  teams  make  decisions?  

Why  have  meetings?  

How  do  you  follow  appropriate  meeting  procedures?    

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Activity 1: Identifying workplace teams

Find out what kinds of teams operate in your workplace. (If you are
not currently working, complete this activity by interviewing
someone about their workplace.)
Using two examples of work teams in your workplace to fill in the
following table:

Question Team 1 Team 2

What is the team called?

How many people are in the team?

What are the main objectives of the


team?

Are members of each team all from


one section, or are they from various
sections?

How did things work before the team


was formed?

Do members feel that their team


works well?

In what ways?

Do members of the team feel that


there are any problems with the team
set up?

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Why do we have work teams?

At  the  moment  in  Australia  more  and  more  industries  and  enterprises  
are  using  work  teams  to  increase  productivity  and  efficiency.  Teams  
are  not  new.  For  years  people  have  known  that  getting  together  to  do  
a  job  is  much  easier  and  more  efficient  than  doing  it  on  your  own.  

What are work teams?

A  work  team  is  a  group  of  people  who  are  working  together  to  
complete  a  job.  It's  a  bit  like  a  sporting  team  where  all  team  members  
are  working  together  to  win  the  game.  Footballers  don't  win  the  game  
on  their  own.  The  team  members  depend  on  one  another  to  get  the  
job  done.  

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Activity 2: Finding out about when you work in teams

When do you work with others to get a job done?

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Do you think of this as working in a team?

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What other people at your workplace work in teams?

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What are some features of teams?

Teams  are  organised  in  different  ways.  Some  teams  have  formal  
leaders,  some  teams  only  exist  for  a  week,  some  for  a  couple  of  years.  
Some  teams  have  regular  meetings  where  they  have  to  make  decisions  
and  write  them  down.  Other  teams  may  be  working  together  outside  
to  get  a  specific  job  done.  

What communication skills do you need to work


well in a team?

You  need  to  be  able  to:  


• put  your  own  views  clearly  
• listen  to  others  
• think  about  other  people  and  try  to  see  things  from  their  
point  of  view  
• speak  without  putting  other  people's  ideas  down  
• accept  that  you  may  not  always  be  able  to  get  your  own  
way  
• commit  yourself  to  the  team's  job.  

The  consequences  of  not  working  as  a  team  can  be  very  negative.  If  
you  cannot  co-­‐operate  with  your  work  mates  then:  
• the  quality  of  your  work  will  suffer  
• the  business  may  lose  customers  and  income  
• staff  may  have  to  be  laid  off  
• the  workplace  will  be  more  stressful.  

How well do you communicate at work?

When  you  talk  to  team  members  about  a  job  you  need  to  make  sure  
that  you:  
• think  about  what  you  want  to  say  so  that  you  don't  waste  
time  
• check  that  the  people  are  ready  to  concentrate  on  what  
you  have  to  say  and  are  not  busy  with  something  else  
• speak  in  words  they  can  understand  

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• ask  questions  to  make  sure  you  have  understood  what  


was  meant.  

We  all  get  busy  at  work  and  forget  about  the  importance  of  
communicating  well.    

Maybe  you  and  your  team  have  been  trying  to  unload  some  freight  
before  the  yard  closes.  Everyone  is  working  fast  and  the  boss  comes  
into  the  yard  to  make  some  changes  about  the  next  roster/shift.  As  
team  leader,  you  just  agree  because  you're  too  busy  to  stop.  The  next  
day  when  the  roster  comes  out  a  couple  of  the  workers  are  angry  
about  the  changes.  You  knew  that  they  had  made  a  special  request,  
but  because  you  weren't  really  concentrating  or  listening,  it  didn't  sink  
in.  

How well do you listen at work?

When  you're  working  in  a  team,  it's  important  that  you  listen  to  the  
people  you  work  with.  Sometimes  at  work  it's  not  easy  to  listen.  

What  are  some  of  the  reasons  for  this?  

It  could  be  that:  


• there  is  a  lot  of  noise  in  the  room  
• the  other  person  doesn't  speak  your  language  
• you  had  a  really  late  night  and  you're  in  a  foul  mood  
• the  other  person  had  an  even  worse  night  and  is  in  an  even  
worse  mood  
• you  are  not  feeling  well  
• the  other  person  has  a  mental/physical  disability  
• you  had  a  previous  (and  difficult)  discussion  with  the  other  
person  and  you  now  feel  uneasy  about  having  to  
communicate  further.  

Clearly  there  are  many  possible  barriers  to  good  communication.  


Working  as  a  team  involves  understanding  such  barriers  and  trying  to  
overcome  them.  

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Activity 3: Finding out about listening

How do you know that someone's listening to you?

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What could you do if you realise they're not listening to you?

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For  teams  to  work  well  you  need  to  make  sure  people  feel  that  they  
can  make  suggestions  without  being  ridiculed.  On  the  other  hand  
people  need  to  know  that  they  won't  always  get  their  own  way.  The  
idea  of  working  in  teams  is  to  get  everyone  to  contribute  so  that  the  
team  comes  up  with  the  best  way  of  doing  things.  The  way  people  
treat  each  other  can  affect  the  efficiency  with  which  the  job  gets  done.  

Why have meetings?

'Oh  no  -­‐  not  another  meeting!'  

Such  a  statement  may  often  be  heard  when  a  meeting  is  announced.  
It's  true  that  many  people  believe  that  meetings  are  a  waste  of  time.  
This  is  especially  the  case  if  the  meetings  are  badly  organised  or  if  they  
happen  too  often.    

However,  it  is  also  true  that  meetings  are  an  important  and  often  
essential  way  of  communicating  with  others  about  the  work  we  do.  In  
other  words,  a  meeting  or  even  a  series  of  meetings  may  be  a  
necessary  part  of  getting  the  job  done.  

If  meetings  are  not  held,  or  if  they  are  badly  organised,  the  work  place  
may  quickly  become  chaotic.  Without  good  communication  (including  
meetings)  it  is  very  easy  for  a  situation  to  develop  where  one  person  
or  department  has  no  idea  what  another  person  or  department  is  
doing  or  is  meant  to  be  doing.  

Such  chaos  can  result  in  inefficient  and  perhaps  even  dangerous  work  
practices.  This  in  turn  may  lead  to  a  downturn  in  business  and  perhaps  
even  to  a  loss  of  jobs.  

Meetings  are  held  for  all  sorts  of  reasons.  They  may  be  to:  
• solve  a  particular  problem  
• plan  future  work  
• monitor  or  assess  the  current  situation  
• consider  changes  to  work  practices  
• plan  a  future  meeting.  

Perhaps  you  will  be  involved  in  a  meeting  that  aims  to:  
• develop  a  new  code  of  practice  for  handling  dangerous  
goods  
• deal  with  a  worker  who  has  been  turning  up  late  and  drunk  
to  work  

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• read  through  applications  and  organise  interviews  for  a  


new  position  of  transport  worker  
• consider  the  latest  union  recommendations  
• discuss  and  implement  budget  cuts  
• raise  the  necessary  funds  to  buy  out  the  company  
• plan  the  end  of  year  Christmas  party.  

Meetings  can  be:  


• long  or  short  
• interesting  or  boring  
• 'one-­‐off'  or  'on-­‐going'  
• on  the  premises  or  off  the  premises  
• within  a  department  or  between  departments  
• informal  or  formal.  

Informal  meetings  

Informal  meetings  are  simply  when  two  or  more  workers  get  together  
and  talk  over  a  work  related  issue.  Such  meetings  might  happen:  
• on  the  job  
• over  lunch  in  the  canteen  
• in  the  toilet  (many  key  political  decisions  have  been  made  
as  a  result  of  informal  meetings  between  politicians  in  the  
parliamentary  bathrooms)  
• at  the  pub  after  work.  

Such  meetings  are  useful  as  part  of  the  on  going  communication  or  
'networking'  within  the  organisation.  

Formal  meetings  

A  formal  meeting:  
• is  usually  planned  in  advance  
• has  someone  chairing  it  and  someone  taking  minutes  
• has  a  specific  agenda  
• takes  place  in  a  designated  area  (such  as  a  meeting  room)  
and  at  a  designated  time  
• may  have  information  distributed  -­‐  either  before  or  during  
the  meeting  -­‐  that  needs  to  be  read  as  part  of  the  meeting  

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• may  involve  those  present  having  to  vote  on  a  particular  


decision  
• may  require  a  certain  number  of  people  to  be  present  for  
decisions  to  be  binding.  

How do you follow appropriate meeting


procedures?

Meeting  procedures  are  simply  the  rules  that  govern  the  way  a  
meeting  is  run.  Procedures  may  include  such  things  as:  
• how  much  notice  has  to  be  given  for  the  meeting  
• how  many  people  have  to  be  attending  for  the  meeting  to  
be  considered  legal  
• recording  who  is  present  and  who  is  absent  
• distributing  an  agenda  and  any  other  materials  that  people  
attending  the  meeting  will  need  
• how  issues  are  discussed  and  how  decisions  are  made.  

Meeting  procedures  are  important  because  they:  


• help  keep  the  meeting  focussed  
• prevent  the  meeting  from  becoming  a  waste  of  time  
• make  sure  records  of  decisions  are  kept  
• provide  structure  and  stability  to  the  running  of  the  
meeting  
• help  participants  to  be  more  prepared  for  follow-­‐up  
meetings.  

© Australian National Training Authority 2003 Page 17


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Activity 4: Identifying your workplace meetings

Make a list of some formal and informal meetings that have


happened at your work place over the past three months.

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Find out what (if any) meeting procedures exist in your work place.
Write them in your own words.

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Section 2

Contribute to the planning of the


activity

© Australian National Training Authority 2003 Page 19


Customised and developed by Armstrong’s Driver Education Pty Ltd August 2008 ADELG1037
TLIG107C Work effectively with others

Section outline

Areas  covered  in  this  section  

Planning  for  the  job  

Working  co-­‐operatively  

Planning  for  success  

Receiving  instructions  

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Planning for the job

What are the five W's?

When  you  first  start  to  work  in  a  team  you  need  to  plan  how  you  are  
going  to  get  the  job  done.  

Planning  involves  knowing  and/or  working  out:  


• what  the  job  is  that  needs  to  be  done  
• who  is  to  do  the  job  
• when  the  job  is  to  be  done  
• where  the  job  is  to  be  done  
• why  the  job  is  to  be  done.  

There  are  many  jobs  that  require  people  to  work  together  and  plan  as  
a  team  rather  than  work  separately  as  individuals.  

If  team  members  plan  and  co-­‐operate  the  job  is  more  likely  to  go  
smoothly.  It  will  also  mean  that  the  jobs  are  done  more  professionally  
and  efficiently.  

If  the  team  is  not  co-­‐operating  and  if  the  planning  is  all  over  the  place  
then  the  job  will  probably  never  be  finished.  

© Australian National Training Authority 2003 Page 21


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Activity 5: Identifying co-operative work practices

Think of at least three different types of jobs/tasks that you have


been involved in recently.

Jot down what the job involved.

____________________________________________________

____________________________________________________

Jot down any planning that was necessary to do the job well.

____________________________________________________

____________________________________________________

What help did you get from other people?

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

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Planning for success

Almost  every  job  requires  some  level  of  planning.  Complex  jobs  
demand  detailed  and  careful  planning.    

Planning  involves:  
• setting  goals  
• identifying  necessary  resources  
• establishing  a  time  line  
• delegating  tasks  
• developing  a  work  plan  and  breaking  it  down  into  
manageable  steps  
• developing  a  process  for  feedback,  evaluation  and  open  
communication.  

© Australian National Training Authority 2003 Page 23


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Activity 6: Planning for major works

Read the following scenario:


The owners of the company where you work have decided to
upgrade their yard.
Imagine that you've been asked by the owners to prepare some
plans for the upgrade.
Get together with some colleagues and design the new yard.

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Receiving instructions

When  you  are  receiving  instructions  from  someone  in  the  workplace  or  
your  trainer,  it  is  important  that  you:  
• ask  for  explanations  of  terms  and  steps  that  you  do  not  
fully  understand  
• look  at  the  person  while  he/she  is  speaking  to  you  (in  face  
to  face  situations)  
• perform  the  task  to  ensure  that  you  fully  understand  what  
you  are  to  do      
• write  down  the  key  points  of  the  task  so  that  you  can  refer  
to  these  notes  if  you  should  forget  
• read  your  notes  back  to  the  trainer  to  check  you  have  fully  
understood  what  is  to  be  done.  

© Australian National Training Authority 2003 Page 25


Customised and developed by Armstrong’s Driver Education Pty Ltd August 2008 ADELG1037
TLIG107C Work effectively with others

Activity 7: How well are you able to carry out instructions


given to you?

This activity can be completed when you are given instructions by


someone in your workplace.
After the co-worker has instructed you to carry out a particular task
and you have then carried out the task, complete the following self-
evaluation.

Self-evaluation

What kinds of questions did you ask while you were being
instructed?

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

What might have been the results if you had not asked the
question/s that you asked?

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

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When you saw the demonstration of the task, what were you able
to learn from watching that you may not have been aware of had
you only been told?

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

Did you carry out the task as you were directed to? Yes/No

Was the person who instructed you pleased with the way you
completed the task? Yes/No. If no, why not?

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

What have you learned in this exercise about what to do when you
are receiving instructions from someone in the workplace to ensure
that you understand the task clearly?

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

© Australian National Training Authority 2003 Page 27


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ADELG1037 Customised and developed by Armstrong’s Driver Education Pty Ltd August 2008
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Section 3

Contribute to determination of
appropriate work roles

© Australian National Training Authority 2003 Page 29


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Section outline

Areas  covered  in  this  section  

Determine  appropriate  work  roles  

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Determining appropriate work roles

The  goal  of  the  group  discussion  -­‐  in  other  words,  what  your  team  
wishes  to  achieve  from  the  discussion-­‐  must  be  made  clear  to  all  group  
members.    The  person  who  has  the  responsibility  of  leading  the  team  
should  make  the  goal  clear  to  all  members.    If  you  are  ever  unclear  
about  the  goal  of  a  discussion,  ask  questions  to  find  out  what  it  is.    An  
example  of  a  goal  for  a  small  group  discussion  may  be  to  decide  who  
will  take  responsibilities  for  the  different  jobs  in  a  group  task.  

 It  is  important  in  small  work  group  discussions  that  you  listen  carefully  
to  the  contributions  everyone  makes  to  discussions  about  group  work.      

Follow  these  guidelines:  


• don't  interrupt  other  speakers  -­‐  allow  people  to  finish  
what  they  wish  to  say  before  you  make  your  own  
contribution  
• be  considerate  of  other  people's  opinions  by  listening  
carefully  and  by  seeking  to  understand  their  point  of  view  
• see  differences  of  opinion  as  something  helpful  rather  
than  as  a  problem.    Differences  of  opinion  help  the  group  
to  examine  and  identify  things  that  may  have  been  
overlooked  
• contribute  any  ideas  you  have  to  help  the  group.  

After  a  group  discussion,  it  is  important  that  each  person  is  aware  of  
what  role  he/she  will  play  to  attain  the  group  goal.    For  example,  it  may  
be  your  role  to  get  all  equipment  ready  for  securing  a  load,  or  to  put  
the  equipment  away.    Make  notes  of  what  you  are  required  to  do  so  
you  can  refer  back  to  these.  

Each  member  must  know  what  his/her  role  is  and  must  carry  out  this  
role  in  order  for  the  group  to  function  effectively  and  appropriately.    
Only  in  this  way  can  a  job  be  completed  on  time  and  accurately.  

Your  role  is  important  in  group  discussions  and  group  tasks.    In  the  
group,  it  is  important  to  contribute  what  you  can  and  to  listen  to  the  
other  members'  ideas.    In  a  group  activity,  you  need  to  know  what  role  
you  will  play  in  completing  the  group  task.  
 

© Australian National Training Authority 2003 Page 31


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Activity 8: What small work groups are you involved in and


what is the role of each member?

Complete the table below on the small group tasks you are
involved in at your workplace.

Small group task People involved Each person’s role

Example: loading Supervisor Paperwork


truck

Truck driver Supervision of


loading

Me Load as directed

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Additional
resources

© Australian National Training Authority 2003 Page 33


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The  resources  for  this  unit  will  be  mainly  ‘people  centred’  and  
include:  
• your  trainer  
• other  team  members  
• this  resource  
• your  own  observations  
• discussion  in  the  workplace.  
 

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ADELG1037 Customised and developed by Armstrong’s Driver Education Pty Ltd August 2008