Professional Documents
Culture Documents
Lead a work
team or group
Learner Guide
Contents
What this Learner’s Guide is about......................................................3
Planning your learning................................................................................4
How you will be assessed.........................................................................7
Section 1.............................................................................................................................9
Team planning 9
Section 2..........................................................................................................................17
Developing work team commitment...................................................17
Section 3..........................................................................................................................25
Participate and facilitate the work team...........................................25
Section 4..........................................................................................................................41
Manage team performance....................................................................41
Additional resources................................................................................................55
TLIG207C Lead a work team or group
This Learner’s Guide is about the skills and knowledge required to lead a
work team or group including participating in team/group planning,
managing and developing team/group performance, participating in and
facilitating the work team/group in its achievement of workplace tasks,
and documenting and reviewing work team/group performance.
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.
This Learner’s Guide is written with the idea that learning is made
more relevant when you, the learner, are actually working in the
industry. This means that you will have people within the enterprise
who can show you things, discuss how things are done and answer any
questions you have. Also you can practise what you learn and see how
what you learn is applied in the enterprise.
If you are working through this Learner’s Guide and have not yet
found a job in the industry, you will need to talk to your trainer about
doing work experience or working and learning in some sort of
simulated workplace.
Section 1
Team planning
Section outline
Work teams are groups of people who work together towards the
same goals and objectives. These goals and objectives could be to:
• reduce workplace accidents and incidents
• reduce the number of quality problems
• increase customer satisfaction
• solve a particular workplace problem.
Some work teams stay together for a long period of time (e.g. the
sales team) while others are formed to deal with one specific issue or
problem.
Team goals
It is very easy for people to say that they are too busy getting things
done to work out what needs to be done. But this sort of attitude
usually only leads to people feeling effective and busy. Without goals it
is all too easy to do things that are not really priorities.
member’s personal goals or ‘bright ideas’ may get in the way of proper
planning and reduce the team’s ability to actually achieve their goals.
Many teams go about their day to day life in a way that they feel
comfortable with. Goals often encourage teams to take
calculated risks.
SMART goals
Specific
For each goal, your team should be able to describe exactly what it
wants to achieve.
Measurable
For each goal, your team should be able to know when the goal
has been achieved.
Achievable
Realistic
At times teams set goals that are really beyond their reach or abilities.
While it is a good idea to challenge the team, your goals should be
realistic.
Time-oriented
For each goal, set a time when that goal should be met.
Yes No
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Section 2
Developing work
team commitment
Section outline
Team players
Team behaviour
Forming
When a team begins, team members are not always sure of what is
expected of them individually or, in some cases, the team itself. During
this stage the team relies heavily on the team leader for guidance.
Storming
After the forming stage, team members start to question the goals of
the team. They express their opinions and feelings more freely. If you
are the team leader it is useful to give team members an opportunity
to:
• debate issues
• be open
• give and receive constructive feedback
• handle conflict positively.
Norming
At this stage the team has established the ground rules and agreed on
working procedures. Team members will feel comfortable confiding
in each other and sharing their problems and feelings.
Performing
The team is well and truly established and operating effectively. Team
members have a commitment to team goals and conflicting views are
handled positively and constructively.
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Voting
Polling
After discussion, the team leader may ask if everybody agrees and
make a decision based on whether the majority of people do
agree with the proposed action.
There are number of things that determine the best decision making
method.
They include:
• the amount of time available
• how easy it is to get all team members together
• the importance of the decision
• how important it is to gain support for the decision.
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Minority decision-making
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Section 3
Section outline
As a team matures the style of the team leader should change. Team
leaders should not dominate the team. In fact, the leadership should
shift from member to member, depending on the circumstances.
This is because different members possess their own unique set of
experiences, skills and knowledge. Sometimes it will be appropriate
for different members to assume a leadership role because of their
strengths. The team should be focussed on getting the job done, not
on who is controlling the team.
Effective team leaders are generally ‘in tune’ with their team. They are
conscious of how the team operates and sensitive to each member’s
needs. You may be called on to present information or your opinion
to your team. Give your team members an opportunity to seek
clarification, build on discussion or present their opinions. Your ability
to handle questions can make or break team discussion.
• like to be involved
• find it difficult to remain silent
• feel stupid if they don’t contribute.
Dealing with team members who like the sound of their own voice
Dominant team members usually take over. They are often the
first person to talk and rarely give other members a chance.
• ask for, but do not force, the team member to give their
opinion
• maintain eye contact with those who appear shy when
you ask a question
• try to find out in a non-‐threatening way the reason why
the team member is not contributing such as in private at
another time, ask – “Do you feel that you have nothing
to contribute?”
• observe the team member outside of team
discussions and/or meetings and find out if the person
− sits alone at breaks and meal times?
− appears to have few friends?
− has disrespectful remarks made about them by other group
members.
• give the team member an opportunity to succeed (i.e.
utilise their knowledge, skills and experiences).
Activity 4: Teamwork
If you are team leader you will regularly be required to guide your
team through a problem-‐solving process. As the team leader you are
not responsible for controlling the content of discussions. Your role is
to maintain the structure of the problem-‐solving process and:
• make sure that the team follows the problem-‐solving steps
• make sure that the team does not leap to solutions before
completing the problem-‐solving process
• make sure that each team member’s contributions are
included and valued
• make sure that each team member feels valued
• make sure the team remains focussed on its goals.
Problem identification
For example:
What is a problem?
For example:
You should be able to fully load a vehicle in under an hour. Over the
past week we have not been able to load a vehicle in less than 75
minutes.
There are many variations of problem solving models. The one we will
use here has the following four steps:
• define problem and set goals
• plan
• take corrective action
• evaluate and follow up.
Step 2 -‐ Plan
As a team, collect and analyse data. Then you need to break the data
into small pieces. Taking this data into consideration you can use
problem-‐solving tools to determine potential causes and then
establish and test for the root cause. The tools most often used are
Pareto charts, cause and effect diagrams, and brainstorming sessions.
Section 4
Section outline
Assigning tasks
You might like to use the following steps to help your team
allocate tasks.
Whatever the result, you should take the time to really understand
the factors that led to either success or failure and to discuss how
performance in the future can be improved. It is important that
everyone is given the opportunity to comment on the results. Make
sure that you also recognise the efforts of those involved with praise
and supportive comments.
Informal feedback
For example:
Activity 9: Feedback
With the help of your team and your trainer and/or supervisor,
discuss how effective you are at giving feedback to team members.
Just remember that it is your job as team leader to help your team to
be successful in their jobs, and to give and do everything you possibly
can to help them achieve their personal best. Therefore, coaching is
an essential skill for a team leader to have. Good team leaders, like
good coaches, help their teams realise their full potential by giving
individuals feedback on their performance, passing on skills to
individuals and facilitating the team so that it functions as a whole.
Additional
resources
Print based:
• company procedures and quality documentation
• references available in the workplace relating to leadership and
management (you may have a library or individuals may be
references in their own personal collections or your local library
will have references in this area).