NATIONAL CERTIFICATE: INFORMATION TECHNOLOGY: END USER

COMPUTING

ID 61591 LEVEL 3 - 130 CREDITS

SUMMATIVE ASSESSMENT MEMORANDUM

SAQA: 10135

WORK AS A PROJECT TEAM MEMBER

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FULL NAME & SURNAME

ID NUMBER:

NAME OF ASSESSOR

DATE OF ASSESSMENT

VENUE

ACHIEVED NOT ACHIEVED

KNOWLEDGE
SKILLS

Signature of learner Signature of Assessor

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 ASSESSMENT PACK
Please complete the following sections (A and B) before commencing with this
assessment. The moderator of this assessment will complete section C.

Section A Learner Information

Name:

Surname:

Date:

Contact telephone no:

Learnership agreement no:

Company: Site:
ID

Section B Assessor Information

Name:

Surname:

Date:

Contact telephone no:

Assessor no:
Provider no: Site:
ID

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 Section C Moderator Information
Name:

Surname:

Date:

Contact telephone no:

Moderator no:
Provider no: Site:
ID

Results:

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1. INSTRUCTIONS TO ASSESSOR

Introduction:

This assessment guide has been designed as a generic assessment guide and is
intended for use by the accredited NATIONAL CERTIFICATE: INFORMATION

TECHNOLOGY: END USER COMPUTING Training Providers.

Purpose of the assessment

The purpose of summative assessment against this unit standard is to:

◆ Award credits to the NQF to learners who are able to start and run their
businesses.

Assessment methods

The following assessment methods will be used for the summative assessments:
◆Written and/or/verbal questioning
◆Product sample and on site assessment

2. Assessment Process

General
 Use the assessment guide and your latest company policies and standard
operating procedures to assess the evidence received from the learner.
 Use the section: Addition Comments/Questions to note down any further
comments or questions on the evidence assessed.
 Use the model answers as a guideline to assess the learner’s answers to the
assessment questionnaire.
 The learner can complete the assessment questionnaire orally. In this case,
agree a date, time and venue.
 Provide the learner with a feedback within 10 working days of receiving the
evidence.

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Step 1 - Planning for the Assessment

Review this assessment guide to:

 Ensure that you understand all the requirements of the assessment in terms of
evidence required to prove competence.
 Identify and prepare the learner for the assessment by:

o Completing the Assessment Plan with the learner to discuss and

agree the details regarding the assessment.
o Completing the Assessment Preparation Checklist and getting
the learner to sign.
 Ensure that you have familiarized yourself with the following:
o The various patrolling functions and standard operating procedures
within the company.

Step 2: Complete the Assessment

 Collect the evidence in accordance with the methods and evidence
requirements specified.
 Mark each question as correct or incorrect in the “Office Use” column.
 Record the evidence on the assessment guide and indicate “Competent”,
“Not Yet Competent” or “Not Assessed” for each assessment criterion.
Note down any comments at the back of the assessment guide.
 Ask the learner additional questions, if necessary, to clarify points. Record
these on the guide.
 All questions must be complete as per the criteria specified.
 Answers provided must be similar to the model answers.

Step 3 - After the Assessment

 Prepare the feedback by writing comprehensive, developmental feedback
after each section on the Assignment Sheets. In addition to this, you are
required to write a summary overall feedback on the Assessment Guide.
 Provide the feedback to the learner in a safe, undisturbed in nature.
 Ensure that your feedback is developmental and supportive in nature.

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  Advise the learner on what action to follow in the event of a “Not Yet
Competent” rating.
 Advise the learner on what action to take where he/she feels the need to
appeal against your decision.
 Allow the learner time to provide you with feedback relevant to the process.
 Record the learner’s feedback in the guide and ensure that it is given to the
person responsible for the quality assurance of assessment tools.
 Ensure that the learner co-signs the assessment guide to indicate agreement
with the feedback.

3. Assessment documentation required:

Step 1: Planning for the Assessment

◆Assessment Plan
◆Assessment Preparation Checklist
◆Assessment Policy (including Appeals)
◆Evidence Matrix
◆Assessment Instruments

Step 2: Conducting the Assessment

◆Assessor Guide
◆Learner’s workbook
◆Summative assessment pack

Step 3: After the Assessment

◆Assessment Comments
◆Feedback Report

4. Specific Instructions
Please note that Part 3 Assessment Instruments are not included in this guide and
are to be included by the assessor on an individual basis.

The actual summative assessments need to be completed and signed off by both
learner and assessor. The assessor will take control of the completed assessment

instruments and will file them under the tab for Assessment Evidence.

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The completed assessment pack will be kept in safekeeping at the training provider
for three months after endorsement by SETA and will then be returned to the learner.

Guidelines where an appeal is lodged

 The normal appeal procedure prescribed by SETA and described by the

provider’s Quality Management System will be followed.

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 ASSESSMENT PLAN

ASSESSMENT DETAILS

Date of Assessment Option 1 Option 2 Option 3 Option 4

TIME OF ASSESSMENT

Start: End:

VENUE Contact
person
LANGUAGE MEDIUM
METHOD OF
METHOD OF ASSESSMENT (please tick off the one to be used)

OBSERVATION ORAL WRITTEN

Simulation Knowledge test t

Product Interview

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PRE-ASSESSMENT MEETING CHECKLIST
ACTION YES/NO COMMENTS

Set learner at ease; be friendly, polite and

professional.
Explain to the learner and agree on
the following issues.

1. The unit standard that will be assessed

2. Date, time, venue and process to be
followed during the assessment.
3. Summative assessment tools to be used
for the assessment.
4. The assessment plan
5. Purpose of assessment
Explain to the learner and agree on the role of
all involved during the assessment process.
Identify possible barriers and or disabilities of
the learner.
Explain the meaning and application of
RPL.
Explain, discuss and provide one complete
set of the Appeals process documentation.
Explain to the learner when final results will be
available and how feedback will be provided.
Discuss previous assessment results if
applicable.

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I, (initials and surname of learner), DECLARE THE FOLLOWING:

A copy of the unit standard(s) involved has been given to me prior to this meeting. I know I
will be assessed against the criteria, which have been set to the applicable unit standards.
The criteria have been discussed with me, and the procedures and purpose of the
assessment has been clearly explained to me.

I am well aware of the venue, date and time that I will be assessed. I consider the period of
time given to me to prepare myself for the assessment to be fair.

I understand clearly that I have the right to appeal against any decision made by the
assessor during the assessment of the evidence provided by me, and that I have free access
to the appeals procedures attached to this assessment pack. I understand that I have the
right to be accompanied by another person during all procedures, and that I have free
access to the Training Division of SBV’S Health and Safety Procedures- filed at the offices.

Signature of learner Date

Learning Work as a project team member

Unit 1
UNIT STANDARD NUMBER : 10135
LEVEL ON THE NQF : 4
CREDITS : 8
FIELD : Business, Commerce and Management Studies
SUB FIELD : Project Management

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 This unit standard is a core standard and forms part of the qualification, National
PURPOSE: Certificate Project Management and is registered at Level 4 on the National
Qualifications Framework. Learners accessing this standard will be involved in
project management teams or involved in building small project management
teams. These projects may be technical projects, business projects or
developmental projects and will cut across a range of economic sectors. This
standard will also add value to learners who are running their own business and
recognise that project management forms an integral component of any
business. Learners acquiring this standard will be able to work autonomously and
collaboratively with others, build relations, make positive contributions, interact
with others and explain team dynamics.

The qualifying learner is capable of:

 Demonstrating an understanding of criteria for working as a member of a

team.
 Working autonomously and collaborating with other team members.
 Contributing to building relationships between team members and
stakeholders.
 Making a positive contribution to team coherence, image and spirit.
 Respecting personal, ethical, religious and cultural differences to enhance
interaction between team members.

LEARNING ASSUMED TO BE IN PLACE:

□ Learners accessing this qualification will have demonstrated competence against standards in
project management practices or equivalent of NQF Level 3.

SPECIFIC OUTCOME 1.
Demonstrate an understanding of criteria for working as
a member of a team.

Activity Question Description Mark

1 Demonstrate an understanding of criteria for working as a 5
member of a team.

Working on teams can be rewarding, but at times it can be difficult and downright
frustrating. If there are poor communicators on your team, you may often feel left in the
dark, confused or misunderstood. To create a successful team, effective communication
methods are necessary for both team members and leaders. Even though some people

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understand their communication skills need improving, many aren't certain how to
improve them. So, in the following article, we've outlined how to avoid some common
team blunders as well as some helpful advice on how to be a better teammate or
leader overall. Go… team!

If You're a Team Member

Communicate, Communicate, Communicate

If you have a problem with someone in your group, talk to him
about it. Letting bad feelings brew will only make you sour and
want to isolate yourself from the group. Not only does it feel good
to get it out, but it will be better for the team in the long run.

Don't Blame Others

People in your group lose respect for you if you're constantly blaming others for not meeting
deadlines. You're not fooling anyone, people know who isn't pulling his weight in a group.
Pointing the finger will only make you look cowardly. Group members understand if you
have a heavy workload and weren't able to meet a deadline. Saying something like, "I'm
really sorry, but I'll get it to you by the end of today." will earn you a lot more respect than
trying to make it seem like it's everyone else's fault that you missed your deadline.

Activity Question Description Mark

2 What are selection criteria and why are they used? 6

Selection criteria describe the qualifications, knowledge, skills, abilities and experience a
person requires in order to do a job effectively. They are divided into:
 essential criteria
 desirable criteria.
You must meet the essential criteria to be considered for a position because without having
the relevant qualifications, knowledge, skills or experience you would not be able to do the
job. If you do not meet the essential criteria, you will not be shortlisted for interview.
It is not necessary for you to have the qualifications, knowledge, skills and experience
described by the desirable criteria, but your chances of being shortlisted are better if you
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do. Where there are several applicants who meet the essential criteria, the selection panel
will shortlist on the basis of the desirable criteria.

Examples of selection criteria

Apart from qualifications and experience that may be specific to a particular job, there are
several selection criteria that are common to many University positions. These include:
 ability to maintain confidentiality
 ability to work as part of a team
 ability to work independently
 ability to work under pressure
 attention to detail
 flexible and adaptable approach to work
 initiative
 keyboard skills
 knowledge of University organisation, policy and procedures
 organisational/planning skills
 problem-solving ability
 sensitivity
 supervisory skills
 verbal communication/interpersonal skills
 written communication skills.
Activity Question Description Mark
3 Describe the Importance of a Good Team Player 8

Teams are created for several reasons. They may need to deliver a one-time project, or
work together on an ongoing basis. Either way, if you take advantage of a group's
collective energy and creativity, the team can accomplish much more in less time.
What does this mean for you? Well, teams are probably an integral part of how things are
done in your organization. If you show that you have the ability to work well with others, this
could have a major impact on your career.
Being a valuable team member can open new career opportunities, because leaders may
see firsthand what a great job you're doing. You may even be invited to bring your strengths
into play in another team setting – and in higher profile, business-critical projects. This is
why

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learning to be a good team player is so important. If you make a good impression, you
never know what possibilities might open for you.

Activity Question Description Mark

4 Explain behaviors’ conducive to working as a member of a 8
team
When building a new team, an obstacle you, as the team leader, will face is expectations
and behaviors not conducive to team work – especially if your team is diverse or
competitive. You can overcome these challenges by establishing guidelines for team
conduct early on in the team-building stage. This will improve your chances of building a
unified team. When everyone is following the same guidelines, competitive tendencies
tend to dissipate and team members get along better, focusing their efforts and
ambitions on achieving team goals.Establishing a code of conduct that all team
members agree to and commit to offers several team benefits:
 it outlines expected behavior
 it promotes shared responsibility for team accomplishments
 it decreases misunderstandings, and
 it increases productivity
You can write effective guidelines by applying three basic criteria: write guidelines using
one clear, concise sentence; state guidelines in a positive way; and make sure
guidelines are actionable.Guidelines for team conductAll team interactions should be
guided by what's best for the team. A code of conduct can help guide acceptable
behaviors and actions, helping to create a high-performance team. Team success
depends largely on the code of conduct being followed. So, as team leader, it's important
that you set a good example by following guidelines yourself. Leading by example will
help to establish the credibility of the guidelines and demonstrate the expectation that
everyone must follow them.There are several other types of guidelines that every team
should develop to address areas of team behavior:
 etiquette for team meetings – Establishing guidelines for meeting etiquette helps you
manage meetings so they remain as productive as possible. Meeting etiquette
guidelines involve attendance, interruptions, confidentiality, and action orientation.
 Open approach to communication – As team leader, you need to create a team
atmosphere where team members feel comfortable contributing and sharing.
Because team members must work closely to achieve team goals, they must be able

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 to work harmoniously while being productive. Work to make sure your team is free
from critical and damaging communication, such as sarcasm, ridicule, and any other
counterproductive behavior.
 Handling conflict – Some team leaders hope they can avoid conflict on their teams,
but this isn't realistic. Conflicts over schedules, priorities, resources, and different
approaches to work are common and you need to be prepared to handle them.
When your team is locked in a conflict, you can use three approaches to handling
conflict: compromising, collaborating, and confronting.
 Decision making – Because decision making is done by the team, not a higher
authority, it tends to be more complex than in nonteam situations. As team leader,
you must work with your team to establish a decision-making process. Part of this is
deciding who'll make decisions and who'll be accountable for them. It's important to
establish a decision-making process early on to avoid conflict. Conflict within a team
impacts productivity and can potentially lead to the failure to meet team objectives.

Activity Question Description Mark

5 WHAT IS TEAM DYNAMICS? 8

The work place, social organizations, community groups and sports all use teams to
accomplish goals. The dynamics of teams determine if these goals will be met in an efficient
manner. Identifying team dynamics and understanding positive and negative outcomes
that may occur due to the dynamics will assist you to achieve team efforts.

Description
According to Psychology Campus, a group of people that share and work toward
accomplishing a common goal are referred to as a team. The dynamics of a team depend
on each team member. Unseen forces that exist in a team between different people or
groups are called team dynamics and can strongly influence how a team reacts, behaves
or performs. Many factors influence team dynamics, such as personalities of team
members, how the team operates, how the team views itself and the team's organization.

Activity Question Description Mark

6 How Can Team Dynamics Be Managed Constructively? 2

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You need to:
a. look for the team dynamics - the 'natural forces' at play
b. determine whether they are acting for good or ill,
c. Make interventions to make the effect of those dynamics more positive.
For example, if a wall of cupboards is inhibiting communication within a group, that
wall can be repositioned and the room layout designed to encourage communication
(without making the environment too uncomfortable for those who value their privacy
when working on individual tasks).
Example: The Impact of A Friendship
The positive effect of a strong friendship in a team might be:
 the friends communicate a lot together...
 ...which naturally results in other members being drawn into the discussion
 ...which results in a good 'social' feel to the group
 ...which makes people enjoy being in the group
 ...which improves motivation and commitment
The negative effect of a strong friendship might be:
 to cause the other four people to feel excluded...
 ...which means they are less likely to include the two friends in decision making
 ...which means that there are likely to be two sub-groups
 ...which means that information may not flow across the whole group, but only within the
subgroups
 ...which means that miscommunication may lead to misunderstanding and poor
collective performance

This friendship has an impact on the group's performance, and is therefore a team dynamic.
Whether it is good or bad depends on other factors. In the first, positive, example, there is a
natural force of "inclusion" which results in people being drawn into productive discussions.
In the second, negative example, there is a natural force of "exclusion" which results in
communication between groups being stifled.

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 SPECIFIC OUTCOME 2.
Work autonomously and collaborate with other
team members.

Activity Question Description Mark

7 Describe what makes great teams be such? 5

Is it a matter of coincidental matters that some teams perform systematically above

average or being a high performance team is due to specific traits of those that make the
team up?

When your team is motivated to do a better a job, you are giving them a reason to excel
so that your business will thrive. However, motivating your employees is not an easy task
and requires a strategic plan. Once you learn how to motivate a team and the various
steps that it entails, you should also be prepared to embrace them and use them on a
regular basis.

Great high performing teams leverage strong shared beliefs and goals among other key
characteristics to perform systematically above others.
Generally, high performance collaboration teams have very strong motivation for what
they do and for the end result that their work produces. They deeply share a common
set of beliefs and support each other under all circumstances.
But which are the unique characterizing beliefs so vital to the smooth and efficient
performance of this new popular animal which is the small work team?
Ken Thompson, author of the breakthrough Bioteaming Manifesto, has nailed this belief set
down and provides an academic, but very punctual and precise roundup on its makeup.
If you are into growing your first extended collaboration team, I strongly suggest you look
into this and take the words in it as rare and precious advice.
In my personal experience, the great teams I have worked in, even in very recent times,
have all shared, often very openly, the set of common beliefs that Ken has identified so well.

Activity Question Description Mark

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 8 Explain the positive outcomes of achieving the objective if it 10

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 benefits your team members.

By incorporating this team motivating step, you are putting the control of their future
compensation into their own hands.

Build a sense of curiosity within your team member's mindsets so that that they are
interested enough to want to achieve the goals you expect. By doing this, your team
members will want to learn more. This can be achieved if you understand what excites or
interests your team members.

Establish a plan of action that requires cooperation between team members so that they
are forced to work together to achieve that goal. This may just mean that a project is
divided into tasks that need to be accomplished by each member of the team.

Challenge your team members to achieve an objective. Make sure that they understand
what you expect as a goal. Don't set them up to fail. Establish a realistic goal and provide
a tool that shows their progress as they get closer to attaining that goal. For example, if
you have a project that needs completing, create a chart that breaks that project into
smaller goals so that, as they achieve each step, they can check it off and visualize
themselves getting closer to completing the project.

Create a competitive environment that will inspire your team members to achieve their
goals. For example, break your team up into smaller teams and have them each be
responsible for an aspect of the complete goal. Introduce an incentive that will inspire them,
but make it a friendly competition and not one that brings about hostility and back
stabbing.

Put your team members in control of their own destiny when instilling team motivation.
You can have an objective that needs to be met, but passing that sense of control over
each of your team members will give them the feeling that achieving the goal is
something they want done.

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Design a tool for recognition when motivating your team. By doing this, team members
know that their individual efforts will be noticed and not lost as a team effort. This will
inspire all members to do their share. If members know that they will only be rewarded
and recognized as a team, they may be more inclined to hide behind the efforts of others.
This in turn, may cause resentment amongst those who did all the work.

Activity Question Description Mark

9 Describe the Authority levels of all team members 5

Choosing Authority Levels for Team Members

Empowerment is often incorrectly perceived as a binary choice. Either you empower
someone, or you don’t. In reality, your options are more varied than that. We can
distinguish between different levels of authority.
“Empowerment is a continuous variable; people can be viewed as more or less
empowered, rather than empowered or not empowered.” - G.M. Spreitzer
In your very first driving lesson your driving instructor may have given you the steering
wheel, but I’m sure he told you exactly when to go left and when to go right. But after a
number of lessons, when you had gained some experience, he might have said “Let’s
drive to the shopping center, where you almost rammed a phone booth last week,” and
it would have been your job to find a way to get there. And with a really experienced
driver, the instructor might have said “Why don't you drive around a bit? Mind if I take a
nap?”

or each individual activity we can distinguish seven levels of authority(modified from Susan
M. Heathfield):
 Level 1: Tell: You make decisions and announce them to your people. (This is actually
not empowerment at all.)
 Level 2: Sell: You make decisions, but you attempt to gain commitment from workers
by “selling” your idea to them.
 Level 3: Consult: You invite and weigh input from workers before coming to a
decision. But you make it clear that it's you who is making the decisions.
 Level 4: Join: You invite workers to join in a discussion and to reach consensus as a
group. Your voice is equal to the others.

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  Level 5: Advise: You attempt to influence workers by telling them what your opinion
is, but ultimately you leave it up to them to decide.
 Level 6: Confirm: You let the team decide first, with the suggestion that it would be
nice, though not strictly necessary, if they are able to convince you afterward.
 Level 7: Delegate: You leave it entirely up to the team to deal with the matter,
while you go out and have a good time.

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 SPECIFIC OUTCOME 3.
Contribute to building relations between team members
and stakeholders.

Activity Question Description Mark

10 Explain the importance of building relations between team 9
members and stakeholders

Relationship building informs planning, but how much is enough?

It seems somewhat intuitive to perform a certain level of research on stakeholders or team
members prior to project engagement. My experience has shown me that doing more
homework on stakeholders can help with timeline estimations. In addition, there is
considerable value to be gained in building relationships with stakeholders to understand
their backgrounds and skill sets.
There are some questions though:
 To what extent can this research be performed?
 How much time do we realistically have to get to know stakeholders before the
business demands estimated project timelines?
 Do you believe there is a link between getting to know stakeholders and project
planning?

Building relationships is just as important within the project team as it is outside. Good
relationships can be the difference between outstanding success and dismal failure
because it's all about getting people to like and trust you so that they will deliver what you
need them to deliver at the right time in the right way.
We have talked previously about managing stakeholders, finding out about and managing
their needs and expectations, however this is much easier if you have developed good
relationships with stakeholders in the first place.
Networking Helps Build Relationships
Networking (internal and external) is essentially about building solid business relationships. To
do this you need good skills in creating rapport and listening.

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If you can make a connection with people on subjects you have a genuine interest in, their
confidence in you will grow. Use this connection to engage them and then ask genuine
questions and just listen. They'll often tell you what you need to know. Strong bonds will
inevitably stem from commonalities discovered in simple conversation.
Getting Personal
Building good relationships means being truly interested in the people you deal with, both
from a business and personal view. While discussing business issues is usually the main
purpose of speaking with someone, finding out something personal about them takes the
relationship to the next level.
Learning about hobbies, special interests, family, accomplishments, leisure time activities,
organisation memberships, and special dates such as birthdays will help you make a deeper
connection with them.
The important thing is what you do with the information. When dealing with team members,
suppliers, clients and stakeholders try to mix personal information in the conversation. Every
contact doesn't have to be about business. It's about peeling away the layers of formality
and resistance to improve your chances of achieving what you want to achieve from the
interaction.
Establish a Culture That Favours Relationships
The best project managers are those that develop a good sense of community within the
project team. Establishing a healthy culture as part of that community can help win the
hearts and minds of clients, staff and suppliers. Culture is about sharing values and a
healthy culture will be one that has people who care about each other. In projects it's
about creating a 'community' within the project team that shares a common purpose.
It's not just a nice idea. A healthy culture can give a team an edge both in performance
and in attracting good quality team members which is of vital importance. A good culture
includes (often unspoken) expectations about the way things are done. In a project team
these can be about how members respond to inquiries, how they greet each other, and
how they behave when the pressure is on.
It's about treating people with respect and listening to their point of view. This doesn't mean
you have to agree, but it does mean you respect their right to think differently and to
express their views.

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Cultures need leaders to set expectations and offer guidance on what's important. As a
project manager you will need to be aware that people are watching you for clues as to
how to behave in relationships with others. Actions speak louder than words.
Supplier Relationships
The contractual relationship is often one that's all about who has the power. One of the best
ways that project managers can improve their supplier relationships is to develop loyalty.
Loyalty is a two-way street and to earn trust of suppliers, project team members need to
demonstrate their value. It includes being professional and respectful in dealings with
suppliers, being efficient in delivery of orders and specifications and working one-on-one
when the supplier needs it.
In essence, it's about remembering that suppliers are people too and will respond well
to a personal touch. When making a judgment about how their client will be treated, a
supplier can't help but consider how he or she is treated by that organisation. Project
managers can cultivate supplier loyalty through open and honest communication.
Keep them informed about major decisions and show them you have thought about
how decisions will impact on them.
Activity Question Description Mark
11 What do we mean by stakeholders and their interests? 7

Stakeholders are those who may be affected by or have an effect on an effort. They may
also include people who have a strong interest in the effort for academic, philosophical,
or political reasons, even though they and their families, friends, and associates are not
directly affected by it.
One way to characterize stakeholders is by their relationship to the effort in question.
 Primary stakeholders are the people or groups that stand to be directly affected,
either positively or negatively, by an effort or the actions of an agency, institution,
or organization. In some cases, there are primary stakeholders on both sides of
the equation: a regulation that benefits one group may have a negative
effect on another. A rent control policy, for example, benefits tenants, but may
hurt landlords.
 Secondary stakeholders are people or groups that are indirectly affected, either
positively or negatively, by an effort or the actions of an agency, institution, or
organization. A program to reduce domestic violence, for instance, could have a

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 positive effect on emergency room personnel by reducing the number of cases they

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 see. It might require more training for police to help them handle domestic
violence calls in a different way. Both of these groups would be secondary
stakeholders.
 Key stakeholders, who might belong to either or neither of the first two groups, are
those who can have a positive or negative effect on an effort, or who are important
within or to an organization, agency, or institution engaged in an effort. The director
of an organization might be an obvious key stakeholder, but so might the line staff –
those who work directly with participants – who carry out the work of the effort. If
they don’t believe in what they’re doing or don’t do it well, it might as well not have
begun. Other examples of key stakeholders might be funders, elected or appointed
government officials, heads of businesses, or clergy and other community figures who
wield a significant amount of influence.

Activity Question Description Mark

12 Distinguish the two: 11

 Primary stakeholders
 Secondary Stakeholders

Primary stakeholders
1. Beneficiaries or targets of the effort. Beneficiaries are those who stand to gain something
– services, skills, money, goods, social connection, etc. – as a direct result of the effort.
Targets are those who may or may not stand to gain personally, or whose actions
represent a benefit to a particular (usually disadvantaged) population or to the
community as a whole.
Some examples are:
 A particular population – a racial or ethnic group, a socio-economic group,
residents of a housing project, etc.
 Residents of a particular geographic area – a neighborhood, a town, a rural area.
 People experiencing or at risk for a particular problem or condition – homelessness,
lack of basic skills, unemployment, diabetes.
 People involved or participants in a particular organization or institution – students at
a school, youth involved in the justice system, welfare recipients.
 People whose behavior the effort aims to change – delinquent youth, smokers,

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 people who engage in unsafe sex, people who don’t exercise.

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  Policy makers and agencies that are the targets of advocacy efforts.
Secondary Stakeholders
2. Those directly involved with or responsible for beneficiaries or targets of the effort.
These might include individuals and organizations that live with, are close to, or care
for the people in question, and those that offer services directly to them. Among these
you might find:
 Parents, spouses, siblings, children, other family members, significant others, friends.
 Schools and their employees – teachers, counselors, aides, etc.
 Doctors and other medical professionals, particularly primary care providers.
 Social workers and psychotherapists.
 Health and human service organizations and their line staff – youth workers, welfare
case workers, etc.
 Community volunteers in various capacities, from drivers to volunteer instructors in
training programs to those who staff food pantries and soup kitchens.

Activity Question Description Mark

13 Give a detailed explanation on ways to communicate with 7
Your Stakeholders
The most important element in stakeholder communications is identifying the target
audience. Be deliberate and seek out input from all known groups to find the unknown
groups. It can be tough when too late in the project a critical person or group is identified
that has not received any of the communication through course of project and has
valuable links that need to be addressed. So make sure you avoid this scenario and take all
the steps early to create a document with all stakeholders you need to manage
communication with. Once you have that the ways below can help you keep
communication active, frequent and ongoing collaboration so there is strong support for
you project.
Formal Methods for Communicating– If they don’t exist already, create them. Make
occasions when info should be presented.
1. Meetings – One of the most common ways to communicate. They can vary from only
1 person to thousands based on message and audience appropriate. It is up to you
to maximize every minute of the time spent to have dialogue. Make sure it is a dialogue
and

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not a monologue. It is the best way as you have the verbal and non verbal cues that
enhance the communication and avoid misinterpretation.
2. Conference Calls– These days this is the most common as it does not require the time
and expense of travel. The dialogue can take place though its dependant on voice
intonation and clarity of the verbal message. They only require cost of phone call and
there are many paid and free services that will facilitate use of a conference call line for
many people to dial into. Its also a common way for classes to be recorded and
replayed when its convenient for you.
3. Newsletters/ Email/ Posters – This strategy is one way communication and utilizes
emailed updates, hard copy brochures, posters, newsletters mailed or emailed. One of
the weaknesses is that messages are delivered and you cannot guage if they were read
and understood, deleted as sometimes there is no feedback. That immediate feedback is
valuable for strengthening your message and making sure impacts and feedback are
quickly received.
Informal Methods – It is important to not only rely on formal channels but to utilize
informal communication as well. The impromptu channels are often more information rich
and critical for relationship building.
4. Hallway Conversations, Bathroom conversations – These meetings are great for one on
one communication, but also be clear and do not establish false expectations with casual
comments dropped.
5. Lunch Meetings, Drink at the bar after work – These casual environments can be great
for connecting, getting feedback, ideas, and work to build support
6. Sporting events – tennis, golf, etc are an easy forum to get the input on what support
exists, feedback on ideas, brainstorming to strengthen your communication and build
stakeholder support
7. Voice mail – this is often underutilized since email is so common but still shown to be
more often listened to than an email will be read. By using voice intonation for
excitement, urgency, etc it can be more compelling. This can be a solo voice mail, a
voice mail broadcast to large team or you could pursue use of automated calling to get
the word out depending on the size of audience

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 SPECIFIC OUTCOME 4.
Make a positive contribution to team coherence, image
and spirit.

Activity Question Description Mark

14 Identify and explain the needs and objectives of team members 10

Developing Team Objectives

Many companies have mission statements, vision statements, corporate, department and
individual goals. These are usually blended together to ensure that everyone in the
organisation is moving in the same direction. If the goals are not compatible, groups or
individuals in the company start pulling in different directions and the overall progress of the
company is affected.

As a team leader, you communicate the objectives that the team needs to achieve on a
daily basis. Then you coach them to accomplish them. Ensuring that these daily
objectives are achieved is part of a long term plan and essential to being an effective
leader.
When the goals of the company, team and the individual are focused in the same direction,
they are more likely to be achieved. When everyone is moving in the same direction it is

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more satisfying and productive.

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Identifying Team Tasks
Once you have decided what you want to achieve and who will fill what roles in the team,
you must itemise the tasks that need to be completed. It is a good idea to involve the team
in this so everyone has some input and understanding of what is involved. The overall
process for this is as follows:

1. state the goal to be addressed

2. list the tasks required to achieve that goal
3. group similar tasks under one heading (For example, inventory
control)
4. determine the resources needed to complete each task
5. define the role, responsibility, authority and accountability for
each task
6. allocate team roles to the appropriate people.

For a business to be successful, setting specific performance goals that can be tracked and
measured is essential. However, big business goals can seem daunting. Breaking down the
goals into smaller objectives makes it easier to monitor and track progress. It is not
enough for a business to set goals and expect employees to achieve them. Team

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leaders must

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communicate these goals to the employees, create awareness of the importance of
achieving these goals and provide motivation to reach the goals.

Activity Question Description Mark

15 Identify and explain the methods and techniques for building 15
team coherence and spirit

Techniques that successfully build a harmony are an vital key to continued business
growth. A sensible team incorporates a whole that's bigger than the total of its
components with members who have commitment to shared goals and who understand
their role at intervals the team. This text asks 5 queries whose answers can offer team
building techniques that may help to realize a
successful and coherent team.

1. Is every team member's role clearly outlined and established within the team?
This can be half of the basic groundwork. Every member wants to know what role they need
among the team thus that they will understand what is expected of them. They also want to
grasp what the roles of all the opposite team members are and the way they fit in to the
overall picture.

During this manner every team member can build up a image of where they stand and
where each other person stands. This can be a typical distinguishing trait of all successful
teams. The members apprehend where they match in and where the others work in. This
may additionally facilitate to remove conflict within the team.

2. Is there a method to avoid or resolve possible conflicts arising inside the team?

There wants to be team building techniques in place to eradicate conflicts in a team. A

team must be coherent so as to be successful. It is usually best when individual team
members know that they alone aren't accountable for resolving conflicts involving
themselves. They have to grasp that there's an overall policy to deal with such matters as
and after they arise.

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3. Are there adequate channels of communications open to every team member?

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Communication is one among the most effective team building techniques. It covers simply
concerning everything. Way too many problems arise as a result of somebody does not
apprehend one thing that they must know. Keep all channels of communication between
members open in the slightest degree times.
Beware of data overload though. Generally those that receive an excessive amount of
data merely shut off. This creates a state of affairs that's every bit as dangerous as having
too very little information.

4. Are team members allowed to feel better about team successes?

Employment should be a lot of than simply a job. Every member should feel half of one
thing vital and important. This is often where commitment and engagement comes in.
When team members feel an necessary half of a team they must also feel that they
have the proper to celebrate any major success that a team
has. After all, they're the rationale for the success. Each individual is a crucial cog in the
general wheel and this fact should be recognised. The celebration of a team's success
will be a straightforward affair, perhaps simply an announcement saying "well done" to
everyone. It will after all be one thing
abundant grander.

5. Does the team have a positive angle in general?

A positive perspective is very important to success. Seeing the glass as half-full is best than
seeing it as 0.5-empty. A positive attitude, especially coming from team leaders, will spur on
all team members and contribute to the overall success of the team. Create certain that
every one criticism includes a positive edge and always notice one thing good regarding
any failure.

But good teams don't just happen. They are the result of an intentional effort on the part of
the company's owner to create a work environment in which every person feels like his/her
contribution is a vital and valued part of the organization's success.
Here are some tips to help jumpstart the team-building process in your small business:

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Establish clearly defined roles.

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Successful teams share a common characteristic - every person knows the role they are
expected to play as well as the roles of the other team members. As the business owner, it's
your job to make sure that every employee clearly understands the role he/she plays in the
organization. You can accomplish this by ensuring that every employee has received an
accurate job description that is reviewed annually, perhaps during the employee's annual
review. Tools such as organizational charts and staff meetings provide a way for employees
to see how they fit into the big picture and to discuss role-related conflicts.
Maintain open channels of communication.
Communication is the building block of an effective business team. With that in mind, it is
critically important for you to create and maintain open channels of communication with
your employees. This means not only maintaining a clear channel of communication
between you and your employees, but also helping your employees maintain clear
channels of communication with each other.
E- mail, voice mail, and other communication advances make it easier than ever before
for team members to keep in touch. Even so, there's no substitute for constantly reminding
your employees that your door is always open and that you are always willing to listen to
their concerns.
Develop a way to resolve conflicts.
Inevitably, your team will experience conflicts. Ignoring those conflicts will only cause them
to grow until they become a major problem. So instead of ignoring them, develop conflict-
resolution skills with your employees and create a mechanism for them to address
grievances if they can't resolve their conflicts on their own. If you don't feel up to the task of
teaching your employees how to resolve conflicts yourself, consider bringing in a
professional to do the training for you.
Model a positive attitude.
Teams tend to adopt the attitude of their leader. If the leader is positive and upbeat, then
team members will tend to be positive and upbeat as well. But if the leader demonstrates a
negative or critical attitude, the team will suffer because of the attitude of the team
members. By modeling a positive attitude for your employees, you are setting the standard
and creating an expectation of the qualities you want to see reflected in your team.
Celebrate achievements as a team.
Since every employee plays an important part in the success or failure of your business, it
only makes sense to celebrate your achievements as a team. Depending on the size of the

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achievement, your celebration can be as simple as a pizza party or as involved as a
company trip to the Bahamas. The important thing is that every team member has the
opportunity to celebrate a job well done.

Activity Question Description Mark

16 Explain how Trust and support of colleagues is gained through 5
applicable behaviours?

Supporting Your Colleagues

It is tough when someone you are working with has to battle it out with a mental problem.
But it can be helpful if one co-worker knows what to do to support that colleague. It will help
everyone cope up with the sudden change of things. Work is a huge event for many of us.
We spend the majority of our time working, we tend to have more contact with other
people in the work place and it is where we make our money. To be fulfilled with your work is
one thing to consider if you want to have a sound mind and healthy mental well-being.
Work can be stressful at times but it can be means for us to cope up with all the other things
that we go through in life.
Work can be tough on you if someone you work with is having a rough time. He could be
dealing with a loss of a loved one or something else. Other problems such as marital and
family troubles may be driving your co-worker to his limit. Other mental health issues like
having panic attacks or depression could also be a reason. Your co-worker may be
described as having an emotional crisis or that they are having a nervous breakdown. Either
way, as friends and as colleagues in the workplace, we can do our share of help to support
those in need.
It is very important that you know what to do when someone is at their breaking point. It will
make a huge impact to your colleagues or friends when they know that someone is there to
look out for their wellbeing and sanity. You may feel powerless at first but with good
intentions, you can go on and offer your help. To be able to work in an environment where
all the members are being cared for can increase their chances of coping up with their
problems.

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 SPECIFIC OUTCOME 5.
Respect personal, ethical, religious and cultural differences

Activity Question Description Mark

17 Explain difference Between Work Groups and Teams 5

Work Groups Teams

Individual accountability Individual and mutual accountability

Come together to Frequently come together for discussion, decision

share information and making, problem solving, and planning.
perspectives
Focus on individual goals Focus on team goals

Produce individual work products Produce collective work products

Define individual Define individual roles, responsibilities, and tasks to

roles, responsibilities, help team do its work; often share and rotate them
and tasks
Concern with one's own outcome Concern with outcomes of everyone and challenges
and challenges the team faces

Purpose, goals, approach to Purpose, goals, approach to work shaped by

work shaped by manager team leader with team members

Activity Question Description Mark

18 Explain the importance of showing respect 5

Importance of Respect

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Respect is a very broad term when people use it. What is the definition of respect? When I
looked it up in the dictionary, I found out the dictionary definition is: to show regard or
admiration of something or someone. I see respect as a universal characteristic. Respect to
me, is a way of showing someone that you think highly of them and well, respect them!
Respect is a very important part of life. If a person is respected, it makes him fell good and in
return, he or she respects you. Respect is important to me because if a person didn’t
respect anyone, he himself would not be admired, and over time, he would grow up to
be a very rude and inconsiderate person. Rudeness and kindness are also two very big
components of respect. If you are rude to people or a person, you are disrespectful. If
you are purposely mean or nasty to people, you are disrespectful. Respecting teachers
such as Mr. Wellman is a very important part of education and life.

Activity Question Description Mark

19 How do you demonstrate respect to your team? 5

There is a Golden Rule of behaviors that can be found in many religions and philosophies. It
is usually summarized as, “Treat people as you would want them to treat you.” Here are
some tips to help you apply this rule in building RESPECT to others in your team and in
personal life.
 Relate to them as individuals – every person is different and they have different needs,
ways of expressing themselves and relating to others. Get to know their names, their
family names, what is important to them and what are they goals.
 Encourage individuality – You can’t expect conformity and productivity at the same
time. Everyone is different in personalities, styles and creativity. When you encourage
them to embrace their individual uniqueness to support the team you will enable them to
perform at a higher level.
 Show trust in their capability – Once you know your team members’ capabilities,
competence levels and capacity, assign to them tasks to match their capabilities with a
little of stretch. Then allow them to do their task without too much interference. They
will feel that you trust them and will reward you with higher performance.
 Positively communicate with them – A couple of old proverbs say, “The tongue has
the power of life and death.” And, “Pleasant words are a honeycomb, sweet to the
healing
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e bones.” It is in your power to speak life or death into your relationships. So
 soul and

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 chose to speak life with positive and pleasant words rather than harsh and negative
tone and phrases.
 Expect differences – People with speak differently, act differently, and perform differently
as well as respond differently. Expect to observe different reactions and contributions
from your team members. Embrace it and celebrate the differences in order that they
will feel valued for their contribution to the team.
 Care for their needs and feelings – Your team members are not robots. They have lives
outside their work. Be aware of their feelings, needs and be flexible in how you deal with
them. This will build rapport with them and loyalty to you and your leadership.
 Talk straight – To build trust your team needs to know that, “what you say is what you
mean,” and, “what you say is what you will do.” Do not use flattery or beat around the
bush. Be gentle yet be straight. They need to know where they stand with you at all
times. This will bring you respect and gives them freedom to perform at higher levels.

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