BSBTWK502 Unit Assessment Pack version 9 Final

Unit Assessment Pack BSBTWK502 Manage team effectiveness

1 Table of Contents Assessment Pack (UAP) – Cover Sheet ................................................................................................. 3 Student and Trainer/Assessor Details ................................................................................................. 3 Course and Unit Details ....................................................................................................................... 3 Assessment Submission Method ......................................................................................................... 3 Student Declaration ............................................................................................................................. 3 Assessment Plan .................................................................................................................................. 4 Unit information pack .......................................................................................................................... 4 UAT 1 – Unit Knowledge Test (UKT) ..................................................................................................... 5 Pre-assessment checklist ..................................................................................................................... 5 Purpose ................................................................................................................................................ 5 Information for students ..................................................................................................................... 5 Reasonable adjustments ..................................................................................................................... 5 Student declaration ............................................................................................................................. 5 Assessment task instructions .............................................................................................................. 6 Unit Assessment Result Sheet (UARS) ................................................................................................. 21 UAT 2 – Unit Project (UP) .................................................................................................................... 23 Pre-assessment checklist ..................................................................................................................... 23 Purpose ................................................................................................................................................ 23 Information for students ..................................................................................................................... 23 Reasonable adjustments ..................................................................................................................... 23 Student declaration ............................................................................................................................. 23 Assessment task instructions .............................................................................................................. 24 Unit Assessment Result Sheet (UARS) ................................................................................................. 41 UAT 3 – Unit Skills Test (UST) ............................................................................................................... 43 Pre-assessment checklist ..................................................................................................................... 43 Purpose ................................................................................................................................................ 43 Information for students ..................................................................................................................... 43 Reasonable adjustments ..................................................................................................................... 43 Student declaration ............................................................................................................................. 43 Assessment task instructions .............................................................................................................. 44 Unit Assessment Result Sheet (UARS) ................................................................................................. 61 Unit Assessment Pack (UAP) RTO Number: 41257 | CRICOS Code: 03622A © 2023 Rosehill College

3 Assessment Pack (UAP) – Cover Sheet Student and Trainer/Assessor Details Student ID Student name Trainer/Assessor name Course and Unit Details Course code Course name Unit code BSBTWK502 Unit name Manage team effectiveness Assessment Submission Method ☐ By hand to trainer/assessor ☐ By email to trainer/assessor ☐ Online submission via Learning Management System (LMS) ☐ By Australia Post to RTO ☐ Any other method _________________________________________________ (Please mention here) Student Declaration • I certify that the work submitted for this assessment pack is my own. I have clearly referenced any sources used in my submission. I understand that a false declaration is a form of malpractice. • I have kept a copy of this assessment pack and all relevant notes, attachments, and reference material that I used in the production of the assessment pack; • For the purposes of assessment, I give the Trainer/Assessor of this assessment the permission to: o Reproduce this assessment and provide a copy to another member of staff; and o Take steps to authenticate the assessment, including communicating a copy of this assessment to a checking service (which may retain a copy of the assessment on its database for future plagiarism checking). Student signature Date Unit Assessment Pack (UAP) RTO Number: 41257 | CRICOS Code: 03622A © 2023 Rosehill College

4 Assessment Plan To demonstrate competence in this unit, the student must be assessed as satisfactory in each of the following assessment tasks. Evidence recorded Evidence Type/ Method of assessment Sufficient evidence recorded/Outcome Unit Assessment Task 1 Unit Knowledge Test (UKT) S / NS (First Attempt) S / NS (Second Attempt) Unit Assessment Task 2 Unit Project (UP) S / NS (First Attempt) S / NS (Second Attempt) Unit Assessment Task 3 Unit Skills Test (UST) S / NS (First Attempt) S / NS (Second Attempt) Assessor Feedback Final result C ☐ NYC ☐ Date assessed Trainer/Assessor Signature Unit information pack The student and Trainer/Assessor must read and understand all the information in the unit information pack before completing the unit assessment pack. Unit Assessment Pack (UAP) RTO Number: 41257 | CRICOS Code: 03622A © 2023 Rosehill College

6  Learner support  Use of assistive/adaptive technologies  Making information accessible both before enrolment and during the course  Monitoring the adjustments to ensure candidate needs continue to be met.  Assistive/Adaptive Technologies Assistive/adaptive technology means ‘software or hardware that has been specifically designed to assist people with disabilities in carrying out daily activities’ (World Wide Web Consortium - W3C). It includes screen readers, magnifiers, voice recognition software, alternative keyboards, devices for grasping, visual alert systems, and digital note-takers. Student declaration • I confirm that Trainer/Assessor has provided all the information related to the assessment task as included in the information for student section and I am ready for the assessment. Student signature Date Unit Assessment Pack (UAP) RTO Number: 41257 | CRICOS Code: 03622A © 2023 Rosehill College

7 Assessment task instructions Assessment type: • Written Questions Instructions provided to the student: Assessment task description: • This is the first (1) unit of assessment task that the student must successfully complete to be deemed competent in this unit of competency. • The Unit Knowledge Test is comprised of sixteen (16) written questions. • Student must respond to all the questions and submit them to the Trainer/Assessor. • Student must answer all questions to the required level, e.g. provide the number of points, to be deemed satisfactory in this task. • Trainer/Assessor is required to provide feedback within two weeks and notify students when results are available. Applicable conditions: • This knowledge test is untimed and is conducted as an open book test (this means student can refer to textbooks during the test). • Student must read and respond to all questions. • Student may handwrite/use computers to answer the questions. • Student must complete the task independently. • No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory. • Trainer /Assessor must assess student’s written skills and knowledge as he/she completes this assessment task. • The Trainer/Assessor may ask the student relevant questions on this assessment task to ensure that this is his/her own work. Resubmissions and reattempts: • Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed. • Student may speak to their Trainer/Assessor if the student has any difficulty in completing this task and requires a reasonable adjustment (e.g., can be given as an oral assessment). • For more information, please refer to the RTO Student Handbook. Location: • This assessment task may be completed in (tick the relevant box): ☐ Learning Management System ☐ Classroom ☐ Simulated learning environment ☐ Workplace Other: ____________________________________ Unit Assessment Pack (UAP) RTO Number: 41257 | CRICOS Code: 03622A © 2023 Rosehill College

9 Resources required to complete the assessment task: • Computer • Internet • MS Word • Printer or e-printer • Adobe acrobat/reader Unit Assessment Pack (UAP) RTO Number: 41257 | CRICOS Code: 03622A © 2023 Rosehill College

10 Question 1: Answer the following: a. What do you mean by team/group dynamics? Write your answer in 30-50 words. b. How can you recognise the team/group dynamics? Write your answer in 50-100 words. c. How can the team/group dynamics support or hinder team performance? Write your answer in 50-100 words. Satisfactory response a. Yes ☐ b. Yes ☐ c. Yes ☐ No ☐ No ☐ No ☐ A. The term "group dynamics" describes the way in which people in a group interact with one another. When dynamics are positive, the group works well together. When dynamics are poor, the group's effectiveness is reduced. "Group dynamics" describes the effects of these roles and behaviors on other group members, and on the group as a whole. More recent researchers have built on Lewin's ideas, and this work has become central to good management practice. A group with a positive dynamic is easy to spot. Team members trust one another, they work towards a collective decision, and they hold one another accountable for making things happen. As well as this, researchers have found that when a team has a positive dynamic, its members are nearly twice as creative as an average group . In a group with poor group dynamics, people's behavior disrupts work. As a result, the group may not come to any decision, or it may make the wrong choice, because group members could not explore options effectively. B. Team dynamics are those psychological forces influencing the direction of your team's performance and behavior. Those dynamics are created by the personalities involved and how they interact. ... In group dynamics, he said, we recognize the abilities of an individual and how they will interact with a group. You can recognise team dynamics by looking for the forces that influence team behaviour. These forces might include:  Personality styles (eg: including or excluding people)  Team Roles (eg: see MTR-i team dynamics)  Office layout (eg: cupboards dividing teams into two)  Tools and technology (eg: email, bulletin board, information pool enabling hidden communication).  Organisational culture (eg: company cars acting as status symbols to separate groups of employees)  Processes/methodologies/procedures (eg: problem-solving methodology) C. Strategies for Improving Team Dynamics Use these approaches to improve group dynamics: Unit Assessment Pack (UAP) RTO Number: 41257 | CRICOS Code: 03622A © 2023 Rosehill College

12  Involve everyone in the development of plans, role explanation and information distribution.  Members need to be given time to adjust and to get to know each other and trust one another. Offer positive feedback and reinforcement; praise members on their contribution, the standards of collaboration and on work produced. Use performance reviews and team meetings to preserve focus, involve all members in decision making and review team performance. Use individual performance reviews to confirm involvement and adjust roles where necessary. Initiate and support continuous improvement. Assist with change management.  Utilising team building activities within, and outside of the workplace through the means of informal activities (meetings). These allow disclosure as team members determine their roles and the capabilities of other members. Fully utilise all every member's skills and knowledge. Encourage and acknowledge each member's respect for each other. Encourage collaboration. Use meetings as a scene for recognising strengths and weaknesses and developing counteractive measures. Reinforce the standards, boundaries and team values and review cohesion. Provide positive feedback and positive reinforcement.  Working group: A working group is banding of individuals together which depends on the total contribution of individual efforts rather than genuine teamwork. The members mainly network for the purposes of sharing information, best practices or perspectives and to aid in decision facilitation to help everyone perform within their area of assignment. It is unnecessary for a team approach or a mutual accountability requirement. Take note that this definition of a working group is different from that found in everyday business use. Question 3: Answer the following: a. Explain the term “Building Consensus” in team setting. What does consensus include? Write your answer in 50-100 words. b. Explain three (3) strategies that should be implemented to gain consensus and make sure at same time that all team members are given a say in the decision and feel valued. Write your answer in 250-300 words. Satisfactory response a. Yes ☐ b. Yes ☐ No ☐ No ☐ Ans: A. One of the conditions necessary for successful team work is team members' ability to make decisions and solve problems as a group. Some of the most effective decision making processes include building consensus. Building Consensus Consensus means coming to an agreement. Creating consensus in a team setting means finding a proposal acceptable enough that all team members can support it, with no member opposing it. Consensus includes:  pooling opinions;  listening effectively;  discussing ideas and differences; Unit Assessment Pack (UAP) RTO Number: 41257 | CRICOS Code: 03622A © 2023 Rosehill College

13  not getting all you want; and  coming to an agreement that everyone "can live with." Consensus is not:  a unanimous vote;  majority or minority rule;  one person rule; or  bargaining. B. Teams can reach consensus using formal and informal methods. Highly developed teams may be able to reach consensus informally. However, new teams or groups of employees who are not familiar with each other will need more structured methods to help them build consensus methods such as brainstorming, multi-voting, and nominal group technique. Brainstorming is a simple and effective method of generating ideas in a group. It begins with a facilitator defining the problem or the topic. Then, each team member suggests ideas either in turn or as ideas arise and those ideas are written on a board or flip chart. Team members should not criticize or evaluate any idea during the brainstorming session. After the team generate the ideas, the group refines the list by asking for explanations, combining ideas, and if necessary, prioritizing ideas from most effective to least effective. Multi-voting can reduce a list containing a large number of items to a manageable few. At the beginning of the process, each member gets a number of votes equal to no more than one half or one third of the total number of items listed. Members cast their votes for the items they perceive as best on the list, but may cast only one vote per item. Items receiving votes from half or more of the group are circled. The process repeats, with members casting limited votes for the best of the remaining circled items. The team continues multi- voting until it reduces the list to three to five items. Nominal group technique is a two part process that provides a more structured approach than brainstorming or multi-voting. First, the team runs a brainstorming session to generate a list of ideas. Once they have the list, members discuss and clarify the ideas. Then, each member receives small cards to equal a fraction of the number of ideas still on the list. The members use the cards to vote for the ideas they like the most by recording one idea per card and assigning that idea a rank order, with "1" being the least favorite. The facilitator or team leader gathers the cards and tallies the ranks given to each idea. The idea that has the highest point total is the team's selection. Question 4: Explain any five (5) strategies to resolve workplace conflict. Write 25–50 words for each. Satisfactory response Yes ☐ No ☐ Ans: Conflict resolution in the workplace can be broken down into steps to simplify the process. By doing so, HR and managers can ensure more effective Unit Assessment Pack (UAP) RTO Number: 41257 | CRICOS Code: 03622A © 2023 Rosehill College

15 Goal setting For a team to be really effective, there must be well-defined, achievable and decided goals. Without these types of goals, the team effort will be scattered, and without a consensus, there will be minimum commitment. The goals and objectives established should be a part of teamwork. This calls for the recognition of outcomes that needs significant contributions by the coordinated efforts of the team and follows the outcome that could not be accomplished by any member working individually. Team and individual plans Everyone’s plan should reflect their personal contribution to the team's performance including what actions they exactly will take, by when and what they are responsible for producing. Individual plans enable tasks to be shared according to the skills set and experience and other resources allocated to achieve the optimal effectiveness. Personal plans also also enable recognition of individual inputs as well as overall team success and are a vital part of retaining team energy. B. Often, individuals or businesses will set themselves up for failure by setting general and unrealistic goals such as “I want to be the best at X.” This goal is vague, with no sense of direction. SMART is an effective tool that provides the clarity, focus and motivation you need to achieve your goals. It can also improve your ability to reach them by encouraging you to define your objectives and set a completion date. Whatever the nature of your KPIs, you need to make sure that they're SMART. This stands for:  Specific: be clear about what each KPI will measure, and why it's important. Measurable: the KPI must be measurable to a defined standard.  Achievable: you must be able to deliver on the KPI.  Relevant: your KPI must measure something that matters and improves performance.  Time-Bound: it's achievable within an agreed time frame Question 7: What are the benefits of developing strategies to ensure team members have input into the planning, decision making and operational aspects of a work team? Answer in 200-250 words. Satisfactory response Yes ☐ No ☐ Ans: Organisational leaders and managers need to concentrate on establishing alternative ways of working with people, in order to increase the participation of their team members. They need to create structural flexibility which will allow employees to be more constructive. To solve problems, to respond appropriately to change and most importantly to anticipate change, managers require employee commitment to both short and long term organisational goals. Employees are a powerhouse of ideas; however, to benefit from their knowledge, experience and creativity, you need to allow for them to contribute and participate. Everyone has a different level of willingness and desire to contribute, so there are some things you can do to support those employees who opt to hold back and not participate Unit Assessment Pack (UAP) RTO Number: 41257 | CRICOS Code: 03622A © 2023 Rosehill College

16 By engaging your teams in the planning process of how you will achieve your goals you build loyalty and your team has greater confidence in you as a leader. The most effective leaders connect with their employees and inspire them to do more. By engaging with team members, leaders boost morale, engagement and excitement. People don’t listen to leaders until they know and understand that those leaders care. Employee satisfaction is key in any company, and when employees are not satisfied with their job, they lack enthusiasm about the day to day of their role and the growth of their companies at large. Low job satisfaction becomes a drain on the company’s time and money. When employees are engaged at work and feel satisfied with their position, they feel a greater connection to the company and are therefore more likely to produce quality work, which benefits the company as well as the customer. Question 8: How should a team leader communicate the assigned roles to the team members so that they feel encouraged to accept the responsibility for their assigned roles? Write in your own words and answer in 100-150 words. Satisfactory response Yes ☐ No ☐ Ans: In many cases, when you did teamwork and you were leader team. You should give more energy for team members. to function effectively teams must have well-defined goals and a common understanding of how these objectives need to be accomplished. The configuration of the team is essential in creating a setting where every person has a defined and clear part, while also actively participating and contributing to the general team goals. You need to tell and help understand to them about general goal of team for projects. You can use some solution as: Actions plans – this is good choose when you want to speed up and development team. You provided information and request they do a teamwork and give the best options for projects. They feel everyone very important in choose options. They will high focus and work hard. Defining teamwork processes - we need to have a processes detail when we worked a teamwork. It is look like you have a map that we can go to true road. In processes, we need to be describing the way, including:  What is goal setting?  How does it work?  What is process?  How long for the plans? Question 9: Prepare a list of five (5) steps that should be implemented to communicate positive feedback to the employees. Write your answer in 100-150 words. Satisfactory response Yes ☐ No ☐ Ans:  Giving constructive feedback: Constructive feedback is often more hard to provide than praise Unit Assessment Pack (UAP) RTO Number: 41257 | CRICOS Code: 03622A © 2023 Rosehill College

18 Question 11: Answer the following: a. How can a performance appraisal help in identification of work performance issues? Write your answer in 50-100 words. b. How should you conduct a discussion with the team members when identifying and resolving work performance issues? Discuss the steps and write your answer in 100-150 words. Satisfactory response a. Yes ☐ b. Yes ☐ No ☐ No ☐ Ans: a. Organizations and employees can both gain from performance reviews by having clear objectives and goals, as well as by fostering an atmosphere of open communication. The greatest performance reviews involve a discussion between management and the individual and usually include constructive criticism as well as suggestions for development.  Supervisors and employees can identify strengths and flaws in employee performance with the use of performance appraisals.  Supervisors and employees can communicate with each other through performance appraisals.  They boost employee loyalty to the organization, improve job happiness, and foster a better working relationship between management and staff. b. There are five primary strategies for resolving performance issues resulting from incapacity: Restock: This is a really good place to start when it comes to performance issues. It lets your team members know that you value their opinions and are prepared to make the necessary adjustments. Retrain: Ask them if they truly possess the abilities needed to perform the tasks that are expected of them. The rate at which technology is developing makes it simple for people's talents to become antiquated. Refit: Examine each task's component parts individually and experiment with different task and skill combinations. This could also entail reorganizing other people's jobs. Your objectives are to meet operational needs, keep the employee on board, and give everyone engaged relevant and fulfilling work. Reassign: Consider reassigning the underperformer if changing the position or refitting it doesn't improve the problem. Common work reassignments can lower needs, which in turn lowers the role's responsibilities. Release: Refitting isn't always acceptable for the company, and there may not be any chances for reassignment. The employee finding alternative employment is the wisest course of action in these situations for all parties involved. Contractual conditions and limitations might need to be taken into account, but ultimately, this might be the greatest choice for your entire staff. Question 12: What traits should a team leader possess to serve as role model for the team members? Explain any five (5) in 150-200 words. Satisfactory response Yes ☐ No ☐ Unit Assessment Pack (UAP) RTO Number: 41257 | CRICOS Code: 03622A © 2023 Rosehill College

19 Self-assurance: One of the five qualities of a successful team leader, self-assurance is the cornerstone of leadership. Leaders require followers, and nobody will follow someone who has self-doubt about their abilities. Instead, group members look for a leader who has faith in their own abilities and judgment. Decision-making abilities: One of the five qualities of a successful team leader is having strong decision- making abilities, as it is certain that a leader will have to make numerous decisions. There will be modest, private decisions. There will be more important choices that affect the squad as a whole. Effective communication abilities: One of the other five qualities of a successful team leader is effective communication abilities. Both good talkers and good listeners make for effective communicators. Leaders must be able to communicate their own sentiments and opinions to the team in an understandable manner. They must also be able to articulate their expectations of the team. Strong Morals (Accountability, Humility, Integrity): Leaders with strong moral character are more likable and attract a larger following. People dislike those who lie, make up reasons, brag about their achievements, etc. People are drawn to those who exhibit virtues like integrity, humility, and accountability. It's clear that individuals don't follow those they find offensive. Question 13: What are the basic things that need to be kept in mind when continuously trying to foster open communication in an organisation? Write your answer in 150-200 words. Satisfactory response Yes ☐ No ☐  Inform your staff members.  Adopt a sincere "open door" policy.  Encourage others to voice opposing opinions.  Refrain from shooting the messenger.  5. Promote information sharing among staff members.  6. Spread information using a range of methods.  7. React quickly to other people's communications. Question 14: Prepare a list of communication methods that can be used to communicate unresolved issues, concerns and problems raised by team members with the line management and stakeholders. Satisfactory response Yes ☐ No ☐  Be Clear about Task: Make sure everyone understands their responsibilities by being clear about the duties they must perform. Without clarity, nobody can finish an assignment successfully. Ensure that everyone in the team is aware of the project's scope and understands exactly what is expected of them. Another effective strategy to keep everyone on track and ensure that everyone is aware of their duties in the project is to get the team together on a frequent basis to discuss any concerns, ask questions, and assess progress. Unit Assessment Pack (UAP) RTO Number: 41257 | CRICOS Code: 03622A © 2023 Rosehill College