BSBTWK502 Manage Team Effectiveness - Short Questions

Assistance on Questions Task

This is an assessment activity linked to an individual unit of competency and contributes to the overall assessor judgement of competence.

BSBTWK502 Manage team effectiveness

Elements

  1. Establish team performance plan
  2. Develop and facilitate team cohesion
  3. Facilitate teamwork
  4. Liaise with stakeholders

How students participate in assessment

You are required to read and follow the instructions below. Additional instructions may be provided via Apex Learning Management System (LMS), the  Student Handbook or other supporting documentation. 

Assessment conditions

Assessment responses must demonstrate a capable understanding and consistent application of knowledge.

  1. You MUST provide responses to all questions at a Satisfactory level
  2. You MUST use the referenced learning materials to guide responses
  3. You can complete the assessment in a classroom setting or self-study environment

Authenticity requirements

You must genuinely attempt to answer each question appropriately to demonstrate your acquired knowledge. Intentionally or unintentionally presenting answers to assessment questions that are another individuals’ work, or the work of a team as your own is considered plagiarism and may result in exclusion from the unit. You should refer to the Student Handbook for the Assessment Escalation and Plagiarism policies and procedures.

Assessment instructions

You are required to read the instructions, the question and the referenced learning materials to appropriately answer each question.

Attempting assessment tasks

You are required to answer the questions below via the Apex LMS. You are required to select the correct answers to every question. Your assessment will typically be reviewed and assessed by a qualified assessor within 7-14 days. 

Assessment outcomes

The Early Childhood Education and Care training packages are vocational qualifications that are competency based. For each assessment undertaken you will be assessed as Satisfactory or Not Yet Satisfactory. If you are assessed as ‘Not Yet Satisfactory’ the assessor will provide you with feedback regarding what needs to be re-attempted, and the resubmission process.

Reasonable adjustment

You can apply for reasonable adjustment to this assessment activity. Please contact [email protected] to request any reasonable adjustment.

Accessing, saving and/ or printing required readings

You are required to access learning materials throughout the assessment process. These resources provide key information to help you provide appropriate responses to each question.

You are directed to these learning materials via the list below and at the start of each question.

You may choose to save these files electronically or print them.

Student appeals

You have the right to appeal an unfavourable decision or finding during assessment. Refer to the Student Handbook for the Appeals Against Assessment Grades Policy and Procedure.

Team cohesion and effectiveness

This question requires you to demonstrate your knowledge of strategies that can support team cohesion, participation and performance.

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Question 1

Provide one example from your workplace of how the four components of the team effectiveness model known as GRPI (Goals, Roles, Processes and Interpersonal relationships) supports team cohesion, participation and performance.

  1. Goals
  2. Role clarification
  3. Processes and workflow
  4. Interpersonal relationships

Team dynamics

This question requires you to demonstrate your knowledge of the impact of group dynamics on team performance.

Question 2

In your own words explain the concept of team dynamics and impact of team dynamics on the functioning of the team.

Consensus

This question requires you to demonstrate your knowledge of strategies to gaining consensus.

Question 3

  1. What is the meaning of team consensus?
  2. According to Cole (2016) what are the four factors that must be considered when preparing for a discussion where consensus is being sought?

Communication processes

This question requires you to demonstrate your knowledge of open communication processes.

Question 4

  1. How is workplace communication defined by Samson, Donnet and Daft (2018)?
  2. List the four types of communication that may be observed in a workplace.
  3. Explain the following statement: ‘In children’s education and care services, communication tends to be decentralised or open’.
  4. Explain why open communication is an effective strategy to use in children’s education and care services.

Issues resolution

These questions require you to demonstrate your knowledge of issues resolution strategies.

Question 5

  1. List four qualities that must be present for teams to feel that they can act with a degree of autonomy to resolve problems as they arise.
  2. According to Rodd (2013) interpersonal conflict is the main source of conflict in children’s education and care services. Provide two examples of why interpersonal conflict may arise.

Question 6

Define each of the following strategies which can be used to resolve workplace issues.

  1. Negotiation
  2. Mediation

Question 7

  1. List the six key steps in conflict resolution

Develop and facilitate team cohesion

This simulated workplace task requires you to demonstrate that you can:

  • develop strategies for facilitating team member input into planning, decision-making and operational aspects of team tasks
  • provide feedback to team members on team effort and contributions
  • encourage team members to participate in and to take responsibility for team activities
  • support the team in identifying and resolving work performance problems
  • promote work team collaboration through individual behaviour
  • provide learning opportunities as needed

Read the scenarios and answer the related questions.

Team consensus I

It is half-way through the year and 10 of the children in each of the two preschool rooms (P1 & P2) have turned five or are almost five. Currently, around 50% of the preschool no longer require a sleep and become quite restless even when provided with individual quiet activities.

The Room Teams

Preschool Room 2

Asima (Room Leader)

Anna (Dip)

Sarah (Cert 3)

 

Preschool Room 1

Carl (Room Leader)

Connor (upgrading to Dip.)

Max (Cert. 3)

 

P1 room leader Carl and P2 room leader Asima propose that the children be split into two groups – sleepers and non-sleepers. The ‘non-sleepers’ would consist of the older children and any other children who no longer need an afternoon sleep from both rooms. These children would be assigned to room P1 each afternoon while the children still requiring a sleep would be assigned to room P2.

It is proposed that the ‘non-sleepers’ be offered an intentional teaching program focusing STEM. They also argued that the proposal would provide educators with a new challenge, an opportunity to work collaboratively build new skills and knowledge.

It was proposed that each room team alternate responsibility for the STEM program on a 5-week cycle. Asima and Carl would like the program to commence in 4 weeks.

As the proposal would require the support of educators and parents, Asima and Carl take their proposal to Director Kate who agrees that it is an idea worth exploring.

Kate asks Asima and Carl to set up a meeting of the two preschool teams to discuss the proposal.

Kate volunteers to canvas parents on the proposal once the teams have agreed on a process, learning goals, an implementation strategy and an evaluation process.

Educators who immediately agree to the proposal are:

●        P1: Max (Cert. 3)

●        P2: Sarah (Cert 3)

Max and Sarah – voice the view that it will be good for all of the children. The sleepers won’t be disturbed, and the non-sleepers can be engaged in challenging learning experiences.

Educators who disagree or are undecided:

P1: Connor (upgrading to Dip.)

P2: Anna (Dip.)

Anna – finds change a challenge and often become defensive when change is suggested.

Anna: ‘It’s all very well to say we need to focus on the children but the reality is I need time to get my documentation done. I think we need to consider our own needs. I also think that the children already do so much – they need a sleep whether they like it or not!’

Connor – he uses the time when children are sleeping to complete workplace assessment tasks for his Diploma upgrade studies.

Connor: ‘I can see both sides of the argument, but I really need to use the time to get my workplace assessment tasks completed. It’s the only time I have during the day.’

Asima is surprised by Connor’s response as he is a hard worker and likes a challenge. She doesn’t know that Connor is struggling to keep up with his studies because of family issues and really needs the time at work to get through his assessment tasks.

While expressed in different ways, both Anna and Connor are concerned that the proposal will result in less time to focus on their own work-related priorities. Connor is struggling to support the proposal because he is stressed about completing workplace assessment tasks. He is also experiencing some family issues that are compounding his stress. The response of both Anna and Connor has created a barrier to the proposal moving forward.

As Carl and Asima listen to each response – they are feeling a little disheartened as they were sure everyone would agree with their proposal.

 Question 8

To reach consensus Asima and Carl must first provide clarity about the proposal – the outcome they are seeking, how it will benefit the children, how it reflects the service philosophy. They must also address the barriers to consensus.

  1. Write a clear statement of the outcome Asima and Carl wish to achieve.
  2. How will the outcome benefit the children and team members?
  3. Explain how the outcome reflects the Blue Bay Philosophy?
  4. What barriers to consensus must be acknowledged and addressed by Asima and Carl?
  5. Anna states: ‘I think we need to consider our own needs. I also think that the children already do so much – they need a sleep whether they like it or not!’

With reference to the ECA Code of Ethics and NQS 7.1.1., explain why Anna’s response is unprofessional. 

Question 9

Read the scenarios and answer the related questions.

Team consensus II

While the majority of team members agree to the proposal, which they argue is in the best interests of the children, Asima and Carl decide to take a collaborative approach and work towards a solution that will address the concerns of Anna and Connor. However, they are not willing to extend the start date of the program beyond 6 weeks.

Anna and Connor are asked to work together to develop a compromise for Asima and Carl to explore that will address their workload concerns while at the same time allow the program to proceed.

They also decide to continue working towards the implementation of their proposal by researching STEM curriculums and identifying any additional resources that may be needed.

Asima and Carl, with the approval of Director Kate, planned and prepared a workshop for the whole team focusing on STEM and how it could be implemented in the services across all age groups.

Explain how Asima and Carl’s decision reflects the three factors suggested by Gulati, Mayo and Nohria (2014) that must be in place for teams to be effective.

  1. Factor 1: Producing meaningful results for the organisation
  2. Factor 2: Satisfy team members
  3. Factor 3: Enhance the ability of team members to work together in the future
  4. Suggest a procedure/strategy that Asima and Carl could consider to assist Anna and Connor to complete their workplace tasks that supports a compromise.

Question 10

Read the scenario and answer the related questions.

Team consensus III

The STEM program with the non-sleepers has now been in operation for 8 weeks. The children have responded with great enthusiasm and look forward to the afternoon program. When asked for feedback the children responded: ‘I like doing hard work!’ We are being scientists aren’t we? Can we do experimenting again?’ Several children have been able to extend their interest in patterns working with an educator on a project to take photos of patterns in the environment which they are going to display for the other children and parents.

Anna and Connor worked together on a solution to their needs and now have a system in place which allows them to focus on their workplace tasks while at the same time contributing to the STEM program. They decided to split their time between the two areas and also work together on STEM planning. Providing an opportunity for Anna and Connor to reach a compromise solution ensured that the STEM program could go ahead without creating tension. This strategy also communicated Asima and Carl’s commitment to working towards consensus while at the same time not compromising workplace innovation.

The STEM professional development presented by Asima and Carl was a resounding success and has generated service-wide enthusiasm from both educators and parents. Educators working with the under 3’s were particularly grateful to be provided with information that allowed them to explore STEM experiences that could be included in the weekly program.

At an evaluation meeting Kate supported Asima and Carl to identify that introducing change into the program was not simply about a new idea. It requires careful consideration of how to introduce change in ways that allow everyone to feel comfortable, have their view heard and have their concerns addressed in a respectful manner. Kate reinforced the importance of ensuring that all team members are offered the opportunity to have input into planning and decision-making.

Kate thanked Asima and Carl for working with Anna and Connor reach a compromise, heading off potential conflict and promoting team collaboration.

  1. With reference to the ECA Code of Ethics (In relation to colleagues I will) explain why taking a collaborative approach with Anna and Carl to develop a solution to their workplace concerns supports teamwork, collaborative decision-making and team planning.
  2. How did Asima and Carl involve the children and families in seeking feedback or sharing information about the program?
  3. Explain the benefits to the team of the professional development focusing on STEM offered by Asima and Connor.
  4. What feedback would you provide to the team members on their team effort and contributions to the program.

Performance management and KPI’s

This task requires you to demonstrate your knowledge of how to:

  • develop performance plans with key performance indicators (KPIs), outputs and goals for individuals or the team which incorporate input from stakeholders
  • support team members in meeting expected performance outcomes
  • develop processes for identifying and addressing issues, concerns and problems identified by team members
  • establish and maintain open communication processes with relevant stakeholders
  • encourage and foster shared understanding of purpose, roles and responsibilities
  • support team to meet expected performance outcomes including providing formal and informal learning opportunities as needed

Question 11

  1. What is included in performance management?
  2. List four factors that must be considered in performance management
  3. List the four steps in performance management
  4. What are Key Performance Indicators (KPI’s)?

Develop performance

The purpose of this simulated workplace task is to demonstrate that you can:

  • develop processes for identifying and addressing issues, concerns and problems identified by team members
  • develop performance plans with expected outcomes, key performance indicators (KPIs) and goals for work team as well as outputs and goals for individuals
  • support team members in meeting expected performance outcomes
  • develop strategies for facilitating team member input into planning, decision making and operational aspects of team tasks
  • develop or modify policies and procedures for promoting team member accountability for personal work and team tasks
  • model desired behaviour and practices
  • encourage and foster shared understanding of purpose, roles and responsibilities
  • support team to meet expected performance outcomes including providing formal and informal learning opportunities as needed

Question 12

Read the scenario and answer the related questions.

Tooba: Performance management I

At Blue Bay Early Learning Centre it is 6 months into the traineeship program – with the exception of Tooba, the trainees are progressing well in the development of their skills and knowledge as beginning educators.

Asima has found supervision of Certificate III trainee Tooba to be very challenging.

●        She believes that Tooba doesn’t listen to instructions or information.

●        She has found that Tooba doesn’t follow correct policy and procedures when carrying out her duties – she tends to take short-cuts ‘to save time’ (e.g. doesn’t always follow correct lifting procedures when setting up outdoors)

●        Tooba doesn’t always use correct WHS procedures e.g. hand washing, use of PPE) 

●        Tooba is often seen standing around not engaged with the children

●        Tooba struggles to complete workplace assessment tasks because of poor time management skills. She is also disorganised in the way she carries out simple daily tasks. For example, she will leave a task such as wiping the tables or sweeping the floor midway through to attend to something that has caught her eye and then forgets to go back to her original task.

●        Tooba has been late for her shifts on 12 occasions; she has been sent home on 3 occasions to change because she did not meet the centre’s dress code

●        Tooba has also been reprimanded several times for speaking to the children in a harsh and threatening manner.

The RTO assessor has also expressed concerns in relation to Tooba’s literacy skills - her literacy screening test on commencement showed that she needed to improve her spelling. The trainer reports that Tooba has been reluctant to take up any of the support offered to her to improve her spelling. Tooba has repeatedly dismissed these concerns saying that she rushes too much and can be forgetful.

Asmina believes that intensive intervention is required. She believes that unless Tooba can improve her performance dramatically her traineeship should be terminated.

  1. How are employees engaged in the staff performance process?
  2. How is underperformance defined in the Blue Bay Policy?
  3. In relation to Tooba, provide an example of each key area of underperformance.
  1. Unsatisfactory work performance (failure to perform duties of the positions or to perform duties to the standard required)
  2. Non-compliance with workplace policies, rules or procedures
  3. Unacceptable behaviour in the workplace
  1. With reference to the Blue Bay Policy what information is provided to employees in relation to performance requirements?

Question 13

Read the scenario and answer the related questions.

Tooba: Performance management II

Asima undertakes a performance review with Tooba. In preparation for the review Tooba is given a copy of her job role/duties statement and a copy of the daily shift tasks. Asima asks Tooba to identify what she believes she does well and areas where improvement is needed. Asima explains that she will use the same documents to identify Tooba’s strengths and areas for improvement and together they will discuss Tooba’s performance.

Asima has also come prepared with documented examples of performance issues, relevant policies and procedures, the Educator Code of Conduct and the ECA Code of Ethics.

The review begins by Asima inviting Tooba to share her self-assessment of her performance.

Tooba gives herself a glowing report. She believes that she is performing all tasks to the required standard, following policies and procedures, and progressing in her studies.

Asima is a bit taken back by Tooba’s self-assessment. She begins by asking a series of questions designed to encourage Tooba to critically reflect on her skills, knowledge and performance. For example:

Give me some examples of how you apply WHS policies and procedures in your daily tasks.

Tell me about how you organise and prioritise your daily tasks to ensure they’re completed in a timely manner.

Talk me through what you do when supervising and supporting the lunch routine.

Tell me what you think about when responding to a child who presents with challenging behaviour.

As the discussion progresses Tooba becomes increasingly defensive. ‘I try to do my best but I have so much to do and nobody helps me!; There are so many rules to follow I just can’t remember them all! Some of the children are really naughty and that annoys me.’

Asima listens respectfully without confronting or challenging Tooba.

Next Asima provides Tooba with her assessment of Tooba’s performance. As she gives this feedback she provides examples of the behaviours of concern.

As Asima anticipates, Tooba becomes angry, defensive and finally upset. She begins to cry and tells Asima that she is struggling with the demands of her workplace tasks and is finding it impossible to stay on top of her assessment tasks.

Asima decides to terminate the review. She gives Tooba a written copy of her performance review and asks Tooba to take a few days to reflect on the feedback. She tells Tooba they will meet again in two days to work on a Performance Management Plan. She asks Tooba to write down some things that she thinks they could work on to improve her performance. She also asks Tooba to identify two performance goals she would like to work on over the next few weeks.

  1. Explain why the performance review strategy used by Asima was a collaborative process. (think also about how feedback was used)
  2. In relation to accountability for her performance, why was it important for Asima to provide Tooba with a copy of her job role/duties statement and a copy of the daily shift tasks?

Question 14

Read the scenario and answer the related questions.

Tooba: Performance management III

Asima meets with Tooba as agreed and asks Tooba to share the things she was asked to do at the conclusion of the previous meeting.

Tooba states that to improve her performance she would like Asima to provide more on-the-job training and feedback. ‘Can you watch me do things like nappy change, supervising lunch and setting up and give me feedback so I can do better?’

Tooba’s performance goals: Managing children’s behaviour and being better organised.

Asima: ‘You would like me to provide you with on-the-job coaching and immediate feedback. That’s a great idea and one that I think we can achieve. I think your goal to be better organised is also a good one and we can include time management and prioritising work tasks. Behaviour management is something that challenges all educators and it takes a long time to develop these skills. How about we start with small steps like how to follow through when asking children to do something.

Asima then went on to outline performance goals she had developed for Tooba, explaining why they had been selected and the strategies that would be put in place to support Tooba to achieve these goals in a reasonable timeframe.

Performance goals include:

●        Communication: Listen to instructions and ask questions to clarify and confirm instructions

●        Work standards: Follow policies and complete procedures in correct sequence.

●        WHS: Be familiar with and perform WHS procedures to the standard required.

●        Interactions: Interact with children in a respectful and caring manner.

●        Organisational and time-management skills: Prioritise and complete tasks in a timely manner. Arrive and be ready to start shift on time.

●        Learning: Complete assessment tasks by due dates. Improve spelling skills.

●        Behaviour management: follow through when giving directions to children.

Refer to the performance goals developed by Asima for Tooba and develop your own template to document these goals in order of priority.  Provide a rationale for your priorities. To do this you may like to refer to Tooba’s duty statement, the Regulations, risk management, the NQS and/or the ECA

Code of Ethics. Refer to an example of a template below when creating your own template.

  1. Complete the performance measurement criteria for Tooba’s Performance Management Plan. To assist you with this task an example has been provided.
  2. Communication: Listen to instructions and ask questions to clarify and confirm instructions

Performance Measurement Criteria

●        Tooba will repeat instructions to demonstrate they have been heard and understood.

●        Tooba will ask questions to clarify any part of an instruction that has not been clearly understood.

  1. Work standards: Follow policies and complete procedures in correct sequence.

Performance Measurement Criteria

  • WHS: Be familiar with and perform WHS procedures to the standard required.

Performance Measurement Criteria

  1. Interactions: Interact with children in a respectful and caring manner

Performance Measurement Criteria

  1. Organisational and time-management skills: Prioritise and complete tasks in a timely manner. Arrive and be ready to start shift on time.

Performance Measurement Criteria

  1. Learning: Complete assessment tasks by due dates. Improve spelling skills.

Performance Measurement Criteria

  • Behaviour management: follow through when giving directions to children.

Performance Measurement Criteria

Question 15

  1. List three documents Asima could share with Tooba to assist her to understand her obligations as an employee.
  2. Suggest two strategies that Asima could use to support Tooba to develop her skills and knowledge in the workplace.
  3. Provide an example of how Asima could use elements of the NQS and corresponding policy/procedures to encourage and foster Tooba’s understanding of her roles and responsibilities. To assist you with this question an example has been provided.

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