UC24Develop Teams and Individuals

AGARFA ATVET COLLEGE
Natural Resources
Conservation and
Utilization Management
Unit of Competence: Develop Teams and Individuals

Module Title: Developing Teams and Individuals
LG Code: NRC NCU M4 17 0311
TTLM Code: NRC NCU TTLM 4 17 0311v1
LO 1: Provide team leadership
LO 2: Foster individual organizational growth
L03: Monitor and evaluate workplace learning
L04: Develop team commitment and cooperation
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Training, Teaching and Learning Materials for Natural Resources Conservation and Utilization Management: Level IV TVET Program
L05: Facilitate accomplishment of organizational goals
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TVET Program: Natural resources conservation & Utilization
TTLM : NRC TTLM 27 0311 Management: Level V
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Author: Kumneger Shibabaw
INSTRUCTION SHEET 1 Learning Guide 17

This learning guide is developed to provide you the necessary information regarding the
following content coverage and topics –
 Providing team leadership
 Foster individual organizational growth
 Monitor and evaluate workplace learning
 Develop team commitment and cooperation
 Facilitate accomplishment of organizational goals
This guide will also assist you to attain the learning outcome stated in the cover page.
Specifically, upon completion of this Learning Guide, you will be able to –
 Provide team leadership

 learning & development needs that inline with the organization
requirements.
 learning plan & developmental needs for individual & group training
 self evaluation & area of improvement
 feedback on performance of team members
 Foster individual organizational growth
 learning & development program goals & objectives
 learning delivery methods
 workplace learning opportunities & coaching or mentoring
 resources & timeliness for learning activities in the organization
 Monitor and evaluate workplace learning
 individual & team feedback for future learning arrangement
 assessment of outcomes & performance of individuals /teams
 efficiency & Effectiveness of Learning
 records and reports of competency in the organization
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 Develop team commitment and cooperation

 open Communication Process
 team decisions based on agreed roles & responsibilities
 mutual concern & camaraderie in teams
 Facilitate accomplishment of organizational goals
 active participation of team members

 individual & joint responsibility in teams
 collaborative efforts to attain organizational goals
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Learning Activities
1. Read the specific objectives of this Learning Guide.
2. Read the information written in the “Information Sheets-1
3. Accomplish the “Self-check 1” in page 3
4. If you earned a satisfactory evaluation proceed to “Information Sheet -2”. However, if your
rating is unsatisfactory, see your teacher for further instructions or go back to Learning
Activity #1.
5. Submit your accomplished Self-check. This will form part of your training portfolio.
6. Read the information written in the “Information Sheet 2”.
Activity #2
Activity #3
16. If you earned a satisfactory evaluation proceed to “Information Sheet 5”. However, if your
Activity #4
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20. If you earned a satisfactory evaluation, that is the end of this competency. However, if your
Activity #5
21. Submit your accomplished Self-check. This will form part of your training portfolio
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Information Sheet-1  Provide Team Leadership
1. Providing Team Leadership
1.1 Learning & development needs that inline with the organization requirements.
Learning and development needs may include:
 career planning/development
 coaching, mentoring and/or supervision
 formal/informal learning programs
 internal/external training provision
 performance appraisals
 personal study
 recognition of current competence/skills recognition
 work experience/exchange/opportunities
 workplace skills assessment
Organizational requirements may include:
 access and equity principles and practices

 anti-discrimination and related policy
 business and performance plans
 confidentiality and security requirements
 defined resource parameters
 ethical standards
 goals, objectives, plans, systems and processes
 legal and organizational policies, guidelines and requirements
 OHS policies, procedures and programs
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 quality and continuous improvement processes and standards
 quality assurance and/or procedures manuals
1.2 Learning plan & developmental needs for individual & group training
A learning plan is a way of documenting planned and agreed staff development of individuals
and teams. It may be called different things in different workplaces, such as a professional
development plan, a staff development plan or a group development plan.
A learning plan matches specific learning opportunities with identified needs and the names of
groups or individuals who will undertake the learning.
Development needs can be defined at three levels:-
1. What do you want to change about the company? (eg constructive feedback will be
encouraged)
2. What do you want to change about your team(s)? (eg we want improved communication
between sales and production)
3. How do you want individuals to develop? (eg change their attitude; acquire a skill)
All too often, in my experience, we address things at one of the above levels when we should be
tackling it at another. For instance, in some situations it may be easier to address behaviour
through the team rather than through the individual. It is important to focus on the target level
before deciding on the type of training and development activity, because different levels may
need different activities.
1.3 Self evaluation & area of improvement
Self-evaluation means taking the initiative to understand and assess the work that you do. It is a
way of learning from experience so that resources can be used in the most productive and
effective way.
By regularly evaluating your program of work you can:
 learn systematically from experience
 improve short-term and long-term planning
 assess how your organization is performing
 improve your decision making in regards to the allocation of resources, the training of
staff and volunteers, and the overall management of provision
 Maximize both overall effectiveness and staff’s capacity to improve and innovate.
To be fully effective, self-evaluation should be an ongoing process rather than an add-on activity
carried out at one particular point in the year. You should build in both the criteria and the
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arrangements for evaluation from the earliest planning stages of an activity. Self-evaluation
should always lead to quality improvement.
To be effective, the self-evaluation process requires staff, volunteers, managers and users of
services to reflect on the quality of each aspect of provision.
It involves:
 A broad view of performance across what are known as Key Areas
 A closer look at specific areas viewed as successful or causing concern.
By reviewing all Key Areas over a number of years, providers of community learning and
development are able to use clearly defined measures of success to see what needs to be
improved or maintained.
1.4 Feedback on performance of team members
Feedback on performance may include:
 formal/informal performance appraisals

 obtaining feedback from clients
 obtaining feedback from supervisors and colleagues
 personal, reflective behaviour strategies
 routine organizational methods for monitoring service delivery
Self-Check 1 Written Test
Name: _________________________ Date: _______________
Directions: Answer all the questions listed below.
1. What are the learning and development needs? (8 points)

2. What is learning plan? (8 points)
3. What do you mean by self-evaluation? (8 points)
4. Feedback on performance of team members may include many things. List at least three
examples of these. (9 points)
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Note: Satisfactory rating - 25 points and above Unsatisfactory - below 25points

You can ask your teacher for the copy of the correct answers.
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Information Sheet-2  Foster Individual & Group Organizational Growth
2. Foster Individual & Group Organizational Growth
2.1 Learning & development program goals & objectives
What are program goals and objectives?
Developing an effective assessment plan begins with being clear about what program faculty are
trying to accomplish. A clear statement of learning goals and objectives serves as the foundation
for the entire plan shaping the kinds of questions you will ask, the assessment methods you will
employ, and determining how useful your assessment results are for making programmatic
changes.
Goals describe broad learning outcomes and concepts (what you want students to learn)
expressed in general terms (e.g., clear communication, problem-solving skills, etc.). Objectives
are the specific skills, values, and attitudes students should exhibit that reflect the broader goals
(e.g., for students in a freshman writing course, this might be "students are able to develop a
cogent argument to support a position").
Program objectives should be accepted and supported by members of the department.

Developing appropriate and useful objectives is an iterative process; it's not unusual to go back a
number of times to refine objectives. In most cases, it is only when you try to develop assessment
techniques for program objectives that the need for refining those objectives becomes apparent.
What is a Learning Objective?
A learning objective answers the question: “What is it that your students should be able to do at
the end of the hour that they could not do before?”A learning objective makes clear the intended
learning outcome or product of instruction, rather than what form the
instruction will take. Learning objectives focus on student performance. Action verbs that are
specific, such as list, describe report, compare, demonstrate, and analyze, should be used to
describe the behaviors students will be expected to perform.
Types of Objectives
There are three types of learning objectives, which reflect different aspects of student learning:
Cognitive Objectives — what do you want your graduates to know?
Affective Objectives — what do you want your graduates to care about?
Behavioral Objectives — what do you want your graduates to be able to do?
2.2 Learning delivery methods

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There are numerous delivery methods, some of these includes:
1. Small Group Discussion -from classroom to video conferencing

In ancient times this type of delivery was a favorite of philosophers such as Plato and Socrates
(469-399 BC) aimed at developing critical thinking on a variety of topics by discussion and
questioning discourse. Today this is still favored as a means of brainstorming, inquiring, sharing
knowledge and analysis and resolution of issues.
2. Apprenticeship
A time proven favorite method of delivery is an apprenticeship. In this method, a novice seeks to
learn from a master often on a one-to-one relationship. The master (sage) is expected to instruct
the novice in techniques, tools and best practice. The novice is expected to gradually take over
some of the master’s work as competency increases. Apprenticeships aim to provide a cognitive
and behavioral development. However, this delivery method is expensive in time and resources
because of the necessity of the close proximity of instructor and the requirement for both parties
to be in the same physical environment.
3. Lecture (large Group)

When social expectations brought education to the masses, formal talks to large groups (lectures)
became necessary as an economy of time. The lecturer is expected to be a sage on the stage with
relatively little discussion or participation from the audience. During a lecture the audience is
expected to experience the reality of the lecturer during what is generally considered by
universities to be the optimal method for conveying concepts and information to large groups.
Although this delivery is more economical in terms of time and effort on the part of the
instructor, because the participants are housed in the same environment, this delivery lacks the
social interaction considered advantageous for cognitive and behavioral development.
4. Film
Used by the Military as a means of propaganda and morale boosting during World War II, the
use of film was recognized as an effective method of training combatants. As technology
improved, this method migrated to education. Latterly the film medium has progressed from 35
mm cinematography to videos, DVDs and movies. The use of training films has been shown to
speed the training processes, but the film has to be tailored or constructed to address the learning
needs of the trainees. Film development can be expensive, inflexible, and, for some subject
material can date rapidly.
5. Computer Assisted Learning

In this delivery method, the learning is achieved by interacting with software packages which
have predetermined answers or responses. The preparation of the content is designed to allow
learning that is asynchronous with the designer’s/lecturer’s instruction. This delivery method
allows for matching an individual student’s knowledge and skills to the level of instruction. This
method is implemented by directed activities with practice and feedback, placing it in the
discovery learning sphere. Computer-assisted instruction appears more appropriate in settings
where teachers' content knowledge and skills are quite low.
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6. Computer Mediated Conferencing (CMC)

This delivery method is also known as online threaded discussion groups. In this delivery, which
allows for socially constructed learning and meaning, topics for discussion are posted on a
communally accessible online area. Within these discussion areas, participants are expected to
post regular contributions which add to the general community of knowledge or pose questions
that extend the topic. This collaborative method of electronic conferencing results in “greater
inquisitiveness, expressiveness, risk taking, decreased inhibition, reduction of gender barriers and
increased social connectedness”.
7. E-learning
E-learning can be defined “…as a generic term describing the integration of information and
communications technology into … learning and teaching both on and off campus.” This
delivery method has been adopted to serve non-traditional students who, for various reasons, are
unable to attend on campus structured tuition. E-learning can range from static pages of course
notes displayed on the Internet to complex multimedia interactive productions and can include
online discussion groups as described above. Education theorists are divided over pedagogical
issues in e-learning delivery. Because of the diversity in instructional design or lack of it, sites
vary in their ability to promote learning.
8. Experience - In situ and contrived

These two methods are basically the same, where the participant is able to enjoy a live or
authentically contrived experience. In these methods of delivery, live experience is considered
the most beneficial to learning. “The opportunity for a learner to use a variety or several senses
(sight, smell, hearing, touching, movement) is considered in the cone. Direct experience allows
us to use all senses... Verbal symbols involve only hearing…Perceptual learning styles are
sensory based. The more sensory channels possible in interacting with a resource, the better the
chance that many students can learn from it.” This delivery method, while one of the best, is an
organizational challenge when dealing with large numbers of students. Matching the experience
with the learning required is not always possible.
9. Blended Learning
Blended learning is a mix of delivery methods that have been selected and fashioned to
accommodate the various learning needs of a diverse audience in a variety of subjects. This
method can include any combination of any of the above delivery methods. It allows flexibility in
adapting learning instructional methods to meet the needs of students who respond to repetition
of subject matter provided in different modes of delivery. This accommodates different learning
styles and different speeds of cognitive learning. Subject material can be presented in a variety of
formats, each reinforcing another, and can utilize subject experts for sections of the delivery. A
well designed blended method can make use of physical and virtual classrooms using technology
ranging from primitive to state-of-the-art. This variety in delivery methods, ranging from
experiential to instructional, and structured to unstructured, can re-vitalize subjects that have lost
their appeal. The variety in methods increases the interest, resulting in more effective learning. It
is imperative that the delivery methods are matched to the subject matter and the audience. When
one looks at the fundamentals of learning, it is clear that no single approach or method can
achieve maximum learning across a variety of learners. Only a blend of methods and approaches
can produce the richness and achieve the desired learning outcomes. On the negative side, poor
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instructional design and implementation, including too much variety or the wrong medium, can
detract from the learning experience. A poor design of blended learning may even result in a
decrease in effective learning compared with a delivery single method.
2.3 Workplace learning opportunities & coaching or mentoring

In the literature there are a number of different definitions of workplace learning - and they are
not always consistent with each other. Here, we are taking workplace learning to mean the
acquisition of knowledge or skills by formal or informal means that occurs in the workplace
(rather than knowledge or skills acquisition outside the workplace - for example in classrooms).
It includes both formal on-the-job training and informal workplace learning.
Why is workplace learning important?

Education and training is no longer seen as being solely the realm of educational institutions.
Education and training is increasingly viewed in terms of a broader system involving workplaces,
educational institutions, individuals and a variety of other government and community
organizations.
The increasingly competitive nature of the economy, and demographic, occupational and
workplace change have had a significant impact on the nature of the workplace. These changes
have meant that the skill level of employees must be continuously developed. The skill mix
required by organizations is changing, with employers demanding generic skills such as
communication and problem-solving skills, in addition to technical skills. As such, workplace
learning, both formal and informal, is taking on an increasingly important role in the education
and training of the workforce (Johnston et al. 2002).
Currently, much of the training in the workplace is not accredited; however, the total extent and
diversity of workplace learning is vast.
Coaching and mentoring assistance may include:
 fair and ethical practice

 non-discriminatory processes and activities
 presenting and promoting a positive image of the collective group
 problem-solving
 providing encouragement
 providing feedback to another team member
 respecting the contribution of all participants and giving credit for achievements
2.4 Resources & timeliness for learning activities in the organization

Effective professional learning activities requires adequate resources, including time, people,
facilities and equipment, and money. Careful planning can identify what resources are needed
and ensure that they are available when they are needed. When these resources are not available
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of if they are not available when they are needed, the effectiveness of the activity and its impact
on participants will be diminished.
Resources should be sufficient and specified to support or to ensure that the professional learning
activities, related follow-up, and evaluation will take place as planned
Name: _________________________ Date: _______________

1. What are program goals and objectives? (5 points)
2. What is learning objectives? (5 points)
3. There are numerous learning delivery methods. What are they? (5 points)
4. Why is workplace learning important? (5 points)
5. What resources for learning activities in the organization are required? (5 points)
Information Sheet-3  Monitor and Evaluate Workplace Learning
3. Monitoring & Evaluate Workplace Learning
3.1 Individual & team feedback for future learning arrangement
Individual Feedback
By introducing formal individual feedback sessions, we aim to increase the transparency, clarity
and overall effectiveness of individual development and career management in the company.
The feedback on your team roles can be used to help you:

• Understand your own identity in terms of team roles and how you behave in teams.
• Manage your strengths and development needs in a team or individually.
• Project yourself in the best possible way.
• Work better with your colleagues.
• Work more effectively in a range of different teams
Team Feedback

Team Feedback specifically addresses the need for teams to achieve at the highest level and
assesses team member’s contribution to the team as perceived by other team members. It
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enhances teams by helping team members to gain insights from colleagues feedback and thus to
improve their contribution to the team. Team Feedback is a web based tool that gives anonymous
feedback from peers, managers and team members, about team members.
Thus, Team Feedback is specifically designed for you and your team, to help each team member
to develop and grow within the team and to create a successful, cohesive team unit.

Team Feedback can be used as part of a team building or team development process or as part of
an individual development process for the team member.

What can be measured in Team Feedback?

A host of items relating to the team can measure. These include:

 Contribution to the team  Emotional intelligence
 Flexibility  Approachability
 Willingness to change  Conflict management
 Willingness to learn, grow and  Sharing knowledge and information /
develop informing colleagues
 Work quality and output/quantity  Listening
 Timeliness of delivery  Self-development
 Customer impact  Self-knowledge
 Respect for others  Working effectively within the team
 Integrity, trust, credibility,  Understanding others
professionalism
What is Team Feedback used for?
 It aids in the development of team members and in the creation of a cohesive and
collegiate environment for team success.
 It can also be used to focus on performance of individual team members as part of
performance improvement and development.
 The ability to customize the Team Feedback Questionnaire allows it to be adapted around
core competencies and values important to your organization and team.

3.2 Assessment of outcomes & performance of individuals /teams
Assessment must ensure:
 Access to an actual workplace or simulated environment

 Access to office equipment and resources
 Examples of learning and development plans, policies and procedures
 Examples of documents relating to diversity policies and procedures.
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Method of assessment
A range of assessment methods should be used to assess practical skills and knowledge. The
following examples are appropriate for this unit:
 direct questioning combined with review of portfolios of evidence and third party
workplace reports of on-the-job performance by the candidate
 analysis of responses to case studies and scenarios
 oral or written questioning to assess knowledge of career paths and competency standards
relevant to the industry
 review of records and reports of competency.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is
recommended, for example:
 management units
 Other learning and development units.
3.3 Efficiency & Effectiveness of Learning
Efficiency in Learning offers a road map of the most effective ways to use the three fundamental
communication of training: visuals, written text, and audio. Regardless of how you are delivering
your training materials—in the classroom, in print, by synchronous or asynchronous media—the
book’s methods are easily applied to your lesson presentations, handouts, reference guides, or e-
learning screens.
Learning effectiveness provides a wide variety of learning effectiveness solutions with the
highest levels of quality and service. We are dedicated to supporting the University's mission,
initiatives and priorities by enhancing the capability of the student to achieve their objectives
and to further their professional development.
Why Effectiveness is so important?

If you develop or deliver learning content, you have to be judged against the effectiveness of
your learning intervention. This effectiveness has to be measured against the short and long-term
business strategies. So the logic is that if your learning is not aligned, you can never be truly
effective.
Tips from Psychology to Improve Learning Effectiveness & Efficiency
1. Memory Improvement Basics

2. Keep Learning (and Practicing) New Things
3. Learn in Multiple Ways
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4. Teach what you’ve learned to Another Person

5. Utilize Previous Learning to Promote New Learning
6. Gain Practical Experience
7. Look up Answers Rather Than Struggle to Remember
8. Understand How You Learn Best
9. Use Testing to Boost Learning
10. Stop Multitasking
3.4 Records and reports of competency in the organization
What is a record?
A record can be either a tangible object or digital information: for example, birth certificates,
medical x-rays, office documents, databases, application data, and e-mail. Records management
is primarily concerned with the evidence of an organization's activities, and is usually applied
according to the value of the records rather than their physical format. A record consists of all
information and documentation pertaining to a village, an organization, or a group and its
activities.
What is record keeping?

Records keeping involve a set of procedures for recording, sorting, filing, retrieving, monitoring,
storing, and maintaining all information and documentation relating to a village, an organization,
or a group, and its activities.
Why is record keeping important?
 It provides information needed for making decisions, planning, implementing,

monitoring, evaluating and reporting the activities of a village, an organization, or a
group.
 It contributes to the overall efficiency of operations of a village, an organization, or a
group.
 It reflects the growth and accomplishment of a village, an organization, or a group
through time and its officers and members can take pride with this knowledge.
 It helps a village, an organization, or a group to remember important information, events,
and activities.
 It is necessary for the continuity of operations particularly when there are changes in the
leadership of a village, an organization, or a group. It serves as future reference for new
officers and members of a village, an organization, or a group.
What are the guidelines for keeping the records of the organization?
 Records keeping should be able to provide adequate and timely information needed by
the organization for decision-making, planning, implementation, monitoring, evaluating
and reporting of the organization’s activities.
 Records should be simple so that members can easily understand them. Well informed
members are likely to make better decisions than those members who are misinformed.
 There should be access and transparency of records to members.
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 The procedures for recording, sorting, filing, retrieving, monitoring, storing, and
maintaining the organization’s records should be simple and adapted to the situation in
the village.
 There should be designated persons responsible and accountable for keeping the records
of the organization.
Competency Report Suite
Competency Report Suite is an assessment tool that speaks specifically to the qualities and
attributes needed for success in a particular role. This tool helps managers select the people they
need to achieve their organizational objectives, every time.
IPAT's model incorporates 20 competencies that are based on global research and our
many years of experience. You can choose those that most closely describe any role.
Or, we can help determine the strengths your organization requires, construct a
supporting competency framework, and then design one or more custom reports that
provide the exact information you need. Choose the competencies that are critical for
success.
Intellectual Drive and Resilience Interpersonal
 Analytical problem solving
 Innovation  Drive for excellent results  Cooperative teamwork
 Strategic vision  Customer focus  Influencing
 Commercial awareness  Continuous learning  Clear oral communication
 Clear written communication  Coping with pressure  Management of others
 Initiative
 Technological orientation  Flexibility  Integrity and respect for others
 Decision-making
Name: _________________________ Date: _______________

1. What is the aim of introducing formal individual feedback sessions? (4 point)
2. What is Team Feedback used for? (5 point)
3. Why Effectiveness is so important? (4 point)
4. What is a record? What is record keeping? (7 points)
5. Why is record keeping important? (5 point)

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Information Sheet-4  Develop Team Commitment & Cooperation
4. Develop Team Commitment & Cooperation
4.1 Open Communication Process
Open communication is an important tool businesses, universities, nonprofit organizations and

other organizations can use to improve their groups' efficiency and effectiveness. Organizations
that want to stay current with their structures and practices and those that have a desire to always
learn should implement open communication practices.
Successful partnerships cannot function without open communication. Ongoing communication

among partners enhances teamwork. Open communication that addresses problems and conflicts
also builds (or helps reestablish) trust. Strategies to establish and maintain open communication
include:
1. Define basic terms, acronyms, and jargon.
Using jargon, technical terms, or acronyms and assuming that all team members understand these
terms can alienate important partners. Be certain to outline special terms or language in a non-
condescending way for the whole group.
2. Create a norm that encourages ongoing communication.
An environment in which partners are encouraged to continually communicate with each other
and where conflict resolution mechanisms are in place fosters information sharing and teamwork.
Make certain to establish and adhere to regularly scheduled meetings among partners, but also
implement ongoing informal communication. Let partners know that their opinions are valued
and that they can articulate opinions, both positive and negative, without repercussion. Make use
of technology to share information (e.g., fax, electronic bulletin boards, e-mail, networked data,
and online discussion groups). Solicit feedback on collaboration work products.
3. Practice sound communication skills.
Make certain that communication among partners involves listening, as well as speaking. Some
effective listening strategies include:
 Try first to understand and second to be understood.
 Avoid prejudging—keep an open mind. Maintain eye contact.
 Be aware of the messages you are sending and those being sent with body language, as
nonverbal communication can be even more powerful than the spoken word.
 Respond with brief encouraging remarks (“I see what you mean,” “Tell me more,”
“That’s interesting,” “Oh really,” etc.).
 Ask clarifying questions.
 Don’t interrupt.
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 Confirm your understanding by paraphrasing what you have heard.
4. Create and adhere to guidelines on how to address conflicts.
Conflict is a natural outcome of change that will invariably arise throughout the project; conflict
can be channeled to improve project processes or outcomes. When conflict does arise, it may
help if partners understand the various ways of addressing conflict, in order to assess their own
behavior and make decisions to support the work of the team.
4.2 Team decisions based on agreed roles & responsibilities
Consensus decision-making is a group decision making process that seeks not only the
agreement of most participants but also the resolution or mitigation of minority objections.
Consensus is defined by Merriam-Webster as, first, general agreement, and second, group
solidarity of belief or sentiment. It has its origin in a Latin word meaning literally feel together. It
is used to describe both general agreement and the process of getting to such agreement.
Consensus decision-making is thus concerned primarily with that process. Consensus should not
be confused with unanimity.
As a decision-making process, consensus decision-making aims to be:
 Agreement Seeking: A consensus decision making process attempts to help everyone get
what they need.
 Collaborative: Participants contribute to a shared proposal and shape it into a decision
that meets the concerns of all group members as much as possible.
 Cooperative: Participants in an effective consensus process should strive to reach the
best possible decision for the group and all of its members, rather than competing for
personal preferences.
 Egalitarian: All members of a consensus decision-making body should be afforded, as
much as possible, equal input into the process. All members have the opportunity to
present, and amend proposals.
 Inclusive: As many stakeholders as possible should be involved in the consensus
decision-making process.
 Participatory: The consensus process should actively solicit the input and participation
of all decision-makers
The outcomes of the consensus process include:
 Better Decisions: Through including the input of all stakeholders the resulting proposals
can best address all potential concerns.
 Better Implementation: A process that includes and respects all parties, and generates as
much agreement as possible sets the stage for greater cooperation in implementing the
resulting decisions.
 Better Group Relationships: A cooperative, collaborative group atmosphere fosters
greater group cohesion and interpersonal connection.
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4.3 mutual concern & camaraderie in teams
Shared concern and camaraderie means team members support each other to complete the team's
work. Your words and actions will do much to assist the development of this shared concern and
camaraderie. Team members need to trust each other and you can act as a role model for this
through your work with the team.
Team leaders build trust by:
 Behaving consistently
 Behaving with integrity
 Sharing control by delegating
 Including team members in decision making
 Providing accurate, clear information
 Explaining decisions
 Respecting the team's diversity
 Demonstrating consideration and sensitivity.
Name: _________________________ Date: _______________
1. What is open communication? (5 points)

2. What are the Strategies used to establish and maintain open communication? (5 points)
3. What do we mean by Consensus decision-making? (5 points)
4. As a decision-making process, what is the aim of consensus decision-making? (5 points)
5. Define Shared concern and camaraderie mean? (5 points)

Information Sheet-5  Facilitate Accomplishment of Organizational Goals
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5. Facilitate Accomplishment of Organizational Goals
5.1 Active participation of team members
Leaders have found that meetings where team members openly communicate on business topics
and participate in problem solving yields better results than those where people sit and
listen. There are different levels of participation in meetings; the most desirable is a fully
interactive environment. Voting in a meeting to make decisions is a level of participation, but
consensus decisions or compromise building results in more active involvement. Where meetings
require increased participation, there are a few things a leader can choose from in order to
increase group participation and member involvement.
1. Get their input on agenda topics prior to the meeting. This can be done outside the
meeting by sending the proposed agenda in an email asking for comments or with a
phone call to each person after it is sent. Another way to get their inputs is to always plan
the next meeting agenda together at the end of each meeting.
2. Encourage active participation by writing it into the team's ground rules. Jointly creating
ground rules and posting them at all meetings will emphasize the need for complete
involvement.
3. Use short icebreakers or team-building exercises at the beginning of the meetings to get
people talking right away. Icebreakers help team members to get to know each other and
increase comfort levels. Group or paired exercises can be related to a problem within the
team to overcome or to the primary topic of the meeting.
4. Always explain the purpose of the meeting and tell members and how it affects them or
their job. This helps the meeting meet the "what's in it for me" question and encourages
their aid to accomplish the best results in the meeting.
5. When doing idea generation in the meeting, always use the round robin brainstorming
technique. This technique insures everyone takes turns contributing until most people
begin to run out of ideas.
6. Create a safe respectful environment for open exchange of ideas and opinions. One way
to do this is to never allow belittling of a person's questions or input - everyone can add
value even the devil's advocate.
7. Use structured activities or processes when problem solving to focus everyone on equally
participating. This includes taking visible notes of what is said during the meetings
because seeing their thoughts captured lets members know their contributions are valued
and encourages others to build upon things they see and hear in the meeting.
8. For any meeting topics that warrant discussion, plan extra time to allow everyone 2-3
minutes of talk time each. Be sure to encourage everyone to share thoughts, opinions,
pros and cons during the discussion time.
9. Consider changing meeting times to wake up the group. If always meeting after lunch,
perhaps people are too tired to focus and participate. Whereas if meetings are just prior to
lunch, people may be too hungry to think and interact appropriately.
10. Ask the group for ideas to make meeting more interactive. Members may have particular
exercise they want to try or techniques they have used before that the team may benefit
from. Be sure to try some of the different ideas in following meetings.
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Consider and choose different ways to increased participation in meetings. Another idea often
suggested to increase participation is providing treats or meals during the
meetings. Refreshments at a meeting may encourage attendance, but remember attendance does
not mean active participation. For active participation in problem solving and decision making,
leaders should build an environment where team members feel comfortable communicating and
participation.
5.2 Individual & joint responsibility in teams
What is responsibility?
Responsibility is an acknowledgment that a person who will be held accountable if things go
wrong, taking measures to prevent things from going wrong, and reducing the damage if it does
anyway.
Being responsible means that others can depend on you. You are willing to be accountable for
your actions. When things go wrong and you make a mistake, you make amends instead of
excuses. When you are responsible, you keep your agreements. You give your best to any job.
Responsibility is the ability to respond capably.
It is important to have a defined formal structure for the project and for the project staff. This
provides each individual with a clear understanding of the authority given and responsibility
necessary for the successful accomplishment of project activities. Project team members need to
be accountable for the effective performance of their assignments and achievement of the project
goals and objectives.
A successful project requires that the project team have the authority to complete a project, be
participants (at some level) in the planning process, have ownership and buy-in to the project
plan, and be responsible and accountable for completion of the project.
The duties and responsibilities of project participants will vary. The requirements placed on
participants will be determined and defined during the project planning process phase, however,
the following is a good “rule of thumb” perspective:
 On a large project, individual role assignments may require full-time attention to the
function.
 On smaller projects, role assignments may be performed part-time, with staff sharing in
the execution of multiple functions.
 Tasking and individual responsibilities are often covered in the Organizational Breakdown
Structure (OBS) as activity assignments are defined during the planning phase. Typically
these assignments are shorter term and exist only to the completion of the activity
deliverable.
Therefore, duties and responsibilities are allocated regarding to the skills, knowledge and
aptitude required to properly undertake the assigned task and according to organization/company
policy.
Moreover, there should be individual preference, domestic and personal considerations,
whenever possible.
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5.3 Collaborative efforts to attain organizational goals
Collaboration joins the efforts of team members to share their perspectives and opinions to create
an expanded vision of the problem or mission at hand. This effort should produce solutions and
achievements that are greater than anyone could produce individually. Although methods to
introduce collaboration into an organization often begin and end with the deployment of
software, collaboration requires a much stronger foundation. Software by itself is not
characteristic of effective collaboration. Methods of collaboration that are effective work with
individual conduct, personal and team work ethics, organizational culture, team management,
and organizational values and goals to produce exceptional results. If any of these characteristics
of effective collaboration are lacking, executives and managers can take steps to improve
collaboration methods.
Effective collaboration depends on the behavior of team members. Teams will generally reflect
the character and behavior of their members. This means that how each person behaves is
important to the outcome of the mission. Until an individual is prepared to behave in a
collaborative manner, the efforts of the team will be limited. People must learn to trust each other
and recognize that efforts in support of the team are more valuable than efforts that promote
themselves. Teams with members that are unwilling to share information or coordinate their
efforts with others are a sign that ineffective collaboration methods are in place. Here are just a
few personal attributes that are characteristic of effective collaboration.
Name: _________________________ Date: _______________
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1. What should be done in order to maintain active participation of team members?(9 points)
2. What is responsibility? (8 points)
3. What are the characteristics of effective collaboration? (8 points)

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UC24Develop Teams and Individuals

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AGARFA ATVET COLLEGE

Unit of Competence: Develop Teams and Individuals

L05: Facilitate accomplishment of organizational goals

INSTRUCTION SHEET 1 Learning Guide 17

 Provide team leadership

 Develop team commitment and cooperation

 active participation of team members

1. Read the specific objectives of this Learning Guide.

2. Read the information written in the “Information Sheets-1

3. Accomplish the “Self-check 1” in page 3

6. Read the information written in the “Information Sheet 2”.

7. Accomplish the “Self-check 2” in page 8

10. Read the information written in the “Information Sheet 3”.

11. Accomplish the “Self-check 3” in page 13

14. Read the information written in the “Information Sheet 4”.

15. Accomplish the “Self-check 4” in page 16

18. Read the information written in the “Information Sheet 5”.

19. Accomplish the “Self-check 5” in page 20

1. Providing Team Leadership

Learning and development needs may include:

 formal/informal learning programs

 internal/external training provision

 recognition of current competence/skills recognition

 workplace skills assessment

Organizational requirements may include:

 access and equity principles and practices

 business and performance plans

 confidentiality and security requirements

 defined resource parameters

 goals, objectives, plans, systems and processes

 legal and organizational policies, guidelines and requirements

 OHS policies, procedures and programs

 quality and continuous improvement processes and standards

 quality assurance and/or procedures manuals

Development needs can be defined at three levels:-

1.3 Self evaluation & area of improvement

1.4 Feedback on performance of team members

Feedback on performance may include:

 formal/informal performance appraisals

 obtaining feedback from supervisors and colleagues

 personal, reflective behaviour strategies

 routine organizational methods for monitoring service delivery

Self-Check 1 Written Test

Name: _________________________ Date: _______________

Directions: Answer all the questions listed below.

1. What are the learning and development needs? (8 points)

Note: Satisfactory rating - 25 points and above Unsatisfactory - below 25points

Information Sheet-2  Foster Individual & Group Organizational Growth

2. Foster Individual & Group Organizational Growth

2.1 Learning & development program goals & objectives

What are program goals and objectives?

Program objectives should be accepted and supported by members of the department.

What is a Learning Objective?

2.2 Learning delivery methods

There are numerous delivery methods, some of these includes:

1. Small Group Discussion -from classroom to video conferencing

3. Lecture (large Group)

5. Computer Assisted Learning

6. Computer Mediated Conferencing (CMC)

8. Experience - In situ and contrived

2.3 Workplace learning opportunities & coaching or mentoring

Why is workplace learning important?

Coaching and mentoring assistance may include:

 fair and ethical practice

Name: ___________ Date: _

Name: ___________ Date: _

Name: ___________ Date: _

Name: ___________ Date: _

Name: ___________ Date: _