Teams & Effective Workplace Relationships

Transcription

1 Vocational Education and Training Training Toolbox Series Student Manual ICA11v1.0 Information, Digital Media & Technology Cert. 1, 2 & 3 ICA10111, ICA20111, ICA30111 Teams & Effective Workplace Relationships Section One Forming a Workplace Team

2 EdSonic Publications Pty Ltd PO Box 975 COWES VICTORIA 3922 All rights reserved. No part of this document may be reproduced, stored in a retrieval system, or transmitted in any form by any means, electronic, mechanical, photocopying, recording or otherwise, without the written permission of EdSonic or an authorised representative. Authored by Robin Lick PUBLISHED IN AUSTRALIA

3 3 INTRODUCTION This manual is designed to be used by the student as further learning materials in conjunction with any classroom presentation and supplemented by the classroom presentation handouts. Introduction The materials in this manual is cross referenced in the classroom presentation handouts by page numbers. This allows the student to source additional information to that which was presented in the classroom. Alternatively, the teacher may instruct the student during any presentation to review the materials in this manual by referring the relevant page numbers.

4 4 Introduction Continued SELF ASSESSMENT At the end of each section you, the student, will be asked a series of YES and NO questions. If any question is unclear our you have answered NO, then you are encouraged to review the materials in that section again. The Self Assessment section is indicated with an icon.? Self Assessment

5 5 Table of Contents SECTION ONE FORMING A WORKPLACE TEAM Section Learning Objectives Page 6 Section Introduction Page 6 Teams in the Workplace Page 7 Team Formation Phases Page 8 Establishing Goals Page 14 Identifying Tasks Page 18 Team Members Roles and Responsibilities Page 20 Types of Member Behaviour Page 23 Team Communication Page 24 Section Summary Page 28

6 6 SECTION 1 FORMING A WORKPLACE TEAM WHAT OUTCOME YOU CAN EXPECT FROM THIS SECTION. This section will review why teamwork enhances the effectiveness of a workplace, and an individuals responsibilities and roles when working in a team. SECTION LEARNING OBJECTIVES On completion of this section you will learn: How to create a work team. To identify tasks for the team How to support or rely on the team members To understand personalities To avoid conflict SECTION INTRODUCTION It is a well-documented fact that businesses in all industries which have a strong team spirit operating in the organisation have a more productive and efficient workplace environment. The workers are generally more co-operative and motivated that those working for companies that have a dictatorship mentality. Teams create stronger working relationships amongst its members that then leads to trust and commitment. Teams work harder at improving productivity, improving the working environment and assisting in developing better practices and procedures.

7 7 TEAMS IN THE WORKPLACE A team is a set or group of people working together with a common goal or purpose. In a workplace environment, it is likely those goals are focussed on implementing policies, procedures or practices within the workplace. Workplace teams can be formed to create a specific task, or to have an involvement in a particular project. In various workplaces some activities that teams could be involved with are: Specific product production, assembly, etc. (manufacturing) Computer system design (office) Stocktaking (warehousing) Developing a new sales campaign (retail) Creating and staging training sessions (all types of industries) Workplace safety committees (construction) Developing a new menu (hospitality) Environmental or recycling projects (general) A company (depending on its size) may have several different teams in operation - each focusing on a specific task or project. As with any team, there needs to be a leader. The leader is usually chosen for their qualities in leadership and expertise in what the team is involved in. It is not necessarily the supervisor or the manager that is a team leader and it is likely to be a different person for each team.

8 8 TEAM FORMATION PHASES People in every workplace talk about team building, working as a team, and my team, but few understand how to create the experience of team building or how to develop an effective team. Many view teams as the best organisation design for involving all employees in creating business success and profitability. Clear performance expectations are a critical factor in teamwork success. Whether your goal is to develop a project team, your departmental team, or a sense of teamwork company-wide, clear performance expectations support teamwork success. It is important to have clear performance expectations to help team members develop accountable, productive, meaningful, participatory teamwork. 1965, while working for the Navy, Dr. Bruce Tuckman (now a professor at Ohio State University) developed a model of small group/ team behaviour. It is communing called the Five Team Formation Phases. Expectations Decision Making Team Activities Team Set Up Evaluation

9 9 TEAM SET UP (FORMING) The members are selected and the first step is to get to know each other. Some members may have never met before, so the team needs time for everyone to get acquainted. This is the first opportunity for all the team members to become familiar with each other s talents, skills, experience and personality. The longer this phase goes on, the stronger the confidence and trust within the team will become. The most important factor in creating a successful team is the skills the team members have in the areas of communication and interpersonal relationship building.

10 10 DECISIONS MADE (STORMING) During the settling in period there will be some differences of opinion, conflicts or disagreements as the team establishes itself. It is a phase when certain decisions will be made for the team, or on behalf of the team. It is important that all members have input in this phase. Their opinions, ideas and suggestions should be heard and considered without criticism. Once all ideas, suggestions and information are tabled, then the team can progressively make decisions together and get on with the next phase.

11 11 TEAM STANDARDS AND EXPECTATIONS OF MEMBERS (NORMING) It is fair to say that, by this phase, the team should know the personalities, skills and expertise of each member. They should also be clear on their goals and objectives, begin to establish roles and know what is expected of them. Behaviour and attitude issues will be addressed and levels of involvement and work patterns agreed to. It is at this stage everyone is made aware what everyone else is expected to do through agreement by all members.

12 12 TEAM ACTIVITIES (PERFORMING) This is the phase where the team begins working together towards the goal or outcome it was established to achieve. Depending on the project or activity, the members may be working on different tasks on their own. Here, the team would need to meet regularly and assess the progress each member has made and the progress the team has collectively made. This would be the time to change or fine-tune the activities or roles, if required. The team members would be encouraged to ask for assistance if they require it. Not asking could put the project in jeopardy and let the rest of the team down. Each team member should be willing to offer assistance if they see that it could be used.

13 13 PROGRESS EVALUATION (ADJOURNMENT) Once the team has achieved their goals or their project has been completed, it is recommended that the team meet and document the events. This would have them evaluate what worked, what did not work, what they would change if they had to do it again, what skills were used, what additional skills were needed and other factors of the project. The documentation should be kept on file. The same project may arise again and the history lessons learned could be useful - especially if another team is formed to achieve the same goal in the future.

14 14 ESTABLISHING GOALS A goal is the ultimate objective, end result, target or achievement. Everybody at some point has set a goal in life. Goal setting can be one of the most important, but often overlooked, tasks in the workplace. Setting a goal to increase sales does little to inspire the sales team. However, if the goal is to increase sales by five percent during the month of March, the goal becomes much more clear and attainable. Being specific means a much better chance of actually attaining the goal. Team members enjoy being involved in the goal setting process. Team members tend to achieve set goals if they have had an integral part in setting the goal.

15 15 ACHIEVING COMPANY GOALS As we already discussed, companies set goals for a number of reasons. The achievement of these goals in most cases is a direct result of the efforts of the management team and employees. Workplace teams may be established with specific goals that, when achieved, contribute to a larger goal of the company. Example The corporate goal is to decrease production costs by 10% this year. Three teams are established. First team is to do research on new technologies or processes that could assist in achieving the goals. Second team is to look at the product design and see if any changes can be made to reduce the cost of manufacturing. The third team is to review all materials and meet with suppliers to see what can be done to reduce material costs. If each team met or exceeded their goals, the results would have a major effect on the corporate goal of lowering manufacturing costs by 10%.

16 16 Breaking it down even further, a team could be established that has a major goal and each member has a specific goal that, if achieved, contributes to the overall team goal. Example A team was established to reduce material costs by 10%. In the team are three persons. The first person is to lower inventory costs by 10% The second person is to reduce material waste by 10% The third person is to reduce supplier costs by 10% If all achieve their goal it is likely the team will achieve their overall goal.

17 17 Company goals are often not so clearly defined - and it is the team that determines the final outcome. Example It may be the goal of the company to create a safer and more efficient workplace environment. It is the team s goal to find out through research and analysis what a safer and more efficient workplace environment is, and to make specific recommendations to the company management.

18 18 IDENTIFYING TASKS A goal never happens by itself. It requires effort. Once a goal is set, there will be certain elements and tasks that need to be identified. Example A workplace team goal is to reduce material costs by 10%. The tasks would be to: Review inventory levels and identify ways of lowering inventory levels Interview production personnel to see where waste can be reduced or eliminated Contact the suppliers and discuss discounts for certain materials These are called tasks.

19 19 PERFORMING THE TASKS Once the tasks have been identified, each team member would have to develop a personal plan to perform all the tasks expected of him or her. Time management skills are essential when working in a team. This may require you to break down the tasks into smaller pieces and even delegate some of your tasks to other staff. Example At the next team meeting you are required to report on the company s material costs and a breakdown of each. To meet the deadline, you may request the accounts department for a breakdown of supplier invoices and have a fellow staff member create a report for you on a spreadsheet while you are researching other suppliers for material costs. Beware of pitfalls that could prevent you meeting your deadlines. The accounts department may be in the middle of a mid-year financial report for the shareholders. The person you are wishing to prepare the report for is going on holidays. Simple things such as stationary or office equipment must be available or these simple things could cause you to miss deadlines. To complete a task you may require other resources. They may include: Sales representatives, people with specific skills analytical skills, engineers, etc. Extra space, additional furniture, computer or other equipment Design drawings, product specifications, etc. Access to company database, computer operators, Internet connection and software.

20 20 TEAM MEMBERS ROLES AND RESPONSIBILITIES For a team to be effective and achieve their goals, they need a clear understanding of their responsibilities. The allocating of tasks may be the role of the team leader or the members may volunteer to perform certain tasks. Once the tasks are identified and allocated, the team can now start to work towards achieving its goals. Each member has a general role to play.

21 21 TEAM LEADER The team needs a driving force a person to oversee and manage the progress of the team. The team leader would: Ensure all members agree on the team goals, on how to achieve them, and by when Ensure all members of the team have tasks Ensure the members understand their tasks Listen to all suggestions, opinions or viewpoints Ensure the team s results are measured and acknowledged Acknowledge individual effort Praise people for being team players Ensure the team is properly trained to do its job Manage conflict Help members set and achieve their goals Assist or source assistance for members when required Set and chair the meetings Represent the team at the management level

22 22 TEAM MEMBERS As a team member you would expected to: Be flexible and adaptable. Feel excited about belonging and achieving. Have good communication skills with others. Take on tasks Meet deadlines Work co-operatively Ask for assistance when you need it. Support other members Maintain personal goodwill among members. Avoid conflict Attend meetings when requested

23 23 TYPES OF MEMBER BEHAVIOUR Every team member will have an individual personality that will determine how he or she behaves in a team environment. There are five common behaviours: Aggressive An aggressive person shows anger, always passing blame on to someone else, insensitive. Dominating This is a bossy person. Likes control. Always has people s backs up. Can be a difficult team player. Passive A complacent person. Sensitive and at times shows no strong initiative. Can be taken advantage of by others. Restrained Not an active participant in the team. Not a disruptive person, just needs a lot of coaching to get them out of their shell. Assertive Actively participates. Makes a good leader. Can handle being in the middle. Always aiming to achieve. A good communicator. Admits when they are wrong. Managing the different behaviours can be a challenge. Certain behaviours can be quite disruptive to a team. Others can slow progress down through their inactivity. Understand what your behavioural trait, is and strive to be an assertive type. The choice of a team leader is important and this person will need the skills to manage any behaviour for the benefit of the team, and the achievement of the team goals.

24 24 TEAM COMMUNICATION As a team, it is important that each member remains in contact. If the project requires the team to work closely together, then communication may not be a major issue. If members are working in separate areas or apart, then the need for regular meetings is essential. The team leader would be responsible for meeting schedules and would ensure that an agenda was created and sent out prior to each meeting. During the meeting, minutes should be taken. After each meeting these should be reviewed and sent to all members. REASONS FOR MEETINGS Meetings are needed for a variety of reasons: To assess the progress of each member and the team as a whole. To come to democratic decisions on various issues To ensure individual effort is acknowledged. To provide assistance. where needed To act as a team building opportunity To address and resolve problems The team leader should chair the meeting.

25 25 LISTENING SKILLS When in a meeting or dealing with another team, member listening skills are important. Have your body language show that you are interested in what is being said. Face the speaker, look at them directly and give them your full attention. Nod in agreement or for encouragement. Ask questions to show interest, or to clarify points you do not fully understand or have missed. Using proper and professional listening skills helps create the necessary team spirit at meetings.

26 26 SPEAKING AT TEAM MEETINGS A productive meeting requires the contribution of every member. Every team member has the right to speak up and should do so with confidence, honesty and integrity. This means being assertive. What you have to say or need to say may be crucial to the team s success. Think about what you have to say. It should be relevant to the team and the project. Speak with enthusiasm, not emotion. When presenting at a meeting, there may be times when other members will criticise or disagree with you. Acknowledge their opinions or ideas. If you disagree with someone s opinion or idea, do not make it personal by attacking that person; instead, disagree with the idea and work through the issue.

27 27 CONTRIBUTING TO TEAM DECISIONS Meetings are a time when decisions will be made. It is important that all members contribute to the decision-making process. It should not be the team leader who makes all the decisions. Decisions should be based on information given at the meetings. If the team decides it cannot make a decision due to insufficient information, then the team leader should delay a decision until the necessary additional information is presented. A team can vote on issues. There should be a suitable amount of discussion had; everyone should be heard, no one person should be allowed to dominate, everyone should feel they have played a part in the decision. Once a decision is made, all team members agree to abide by it. It is up to the team leader to act upon the decision and instigate the creation of an action plan.

28 28 SECTION SUMMARY In this section you will have learned the reasons behind creating workplace teams and that many corporate goals are reached by having teams achieve their goals. You will also have learned how to set up a team, establish goals, assign tasks and communicate with other team members.

29 29? Self Assessment DID YOU LEARN? THE FOLLOWING QUESTIONS ARE YES AND NO QUESTIONS. IF YOU CANNOT ANSWER YES TO EACH QUESTION IT IS SUGGESTED YOU REVIEW THE MATERIAL AGAIN. SECTION ONE TEAMS IN THE WORKPLACE Can you explain some of the activities that teams could be involved with in the workplace? Do you understand why the team needs a leader, and who this could be? TEAM FORMATION PHASES Can you explain each of the five phases a team goes through? team set-up? decision made? team standards and expectations of members? team activities? progress evaluation? ESTABLISHING GOALS Do you remember the types of goals that are widely used in business? Are you able to explain why goals are important? Can you give examples of goals that companies could try to achieve?

30 30? Self Assessment DID IDENTIFYING YOU LEARN? TASKS THE Elements FOLLOWING and tasks QUESTIONS need to be identified ARE YES when AND a NO goal QUESTIONS. is set. Can you give examples of goals and tasks that are needed to be done to achieve these goals? IF YOU CANNOT ANSWER YES TO EACH QUESTION IT IS SUGGESTED YOU REVIEW THE MATERIAL AGAIN. Can you recall resources that may be needed to complete a task? TEAM MEMBERS ROLES AND RESPONSIBILITIES Do you know the things a team leader would need to do to manage and oversee the progress of the team? Can you explain the responsibilities of a member working in a team? TYPES OF MEMBER BEHAVIOUR Are you able to summarise the characteristics of; an aggressive personality? a dominating personality? a passive personality? a restrained personality? an assertive personality? TEAM COMMUNICATION Do you understand the various reasons meetings are needed? Can you explain the major points in; listening skills? speaking at team meetings? contributing to team decisions?

31 31 NOTES