BSBLDR403 Lead Team Effectiveness

AH&B College
BSBLDR403 Lead Team Effectiveness

BSB40215 Cert IV in Business
Unit Assessment Summary;

Participant Workbook; & Checklist
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Assessment Summary and Checklist

Students are to attend lectures and participate in learning and group activities. Student’s active
participation in activities and notes taken during lectures and activities are scrutinised and help to aid
learning.
Students must attempt all class activities; work book activities and chapter activities (achieving at least
75% demonstrated competence all parts weighted equally). Included in the workbook is a mid Unit
Comprehension Activity (UCA) and marking guide which must be completed (achieving at least 75%
demonstrated competence). Soon after starting this workbook you will be given your final UCA. This is
your major assignment and includes detailed instructions and marking guides; you will be required to
achieve at least 75% demonstrated competence.
Assessments are holistic and summative to more faithfully represent real life business experiences and
to help the student demonstrate competence without having to worry about everything coming down to
one exam at the end of each unit. Students are assessed as competent when they have successfully
satisfied the assessment criteria as per the AQF assessment guidelines. (These are more clearly stated
in the AH&B College Assessment plan relating to the units within the Certificate IV in Business.).
Checklist:
Learning / Assessment Item Tick here
15 Lectures (not assessed)
17 Practice task activities – in class (assessed)
7 Class activities – in class

(assessed)
4 Chapter activities
(assessed)
1 Mid Unit UCA – Practical
(assessed)
1 UCA
(assessed)
Third Party Report
(assessed)
Detailed Instructions for student

This workbook has been created from the learning guides/texts BSBLDR403 Lead Team Effectiveness from IBSA
and Aspire, lesson plans, assessor experience; industry feedback and a range of other resources.
This Workbook gives you, the participant, the space to write down answers for questions, discussions, opinions and
to complete assessable activities to demonstrate competency in the required elements for this unit. Any area that
is allocated a space for writing will need to be completed, as well as any attachments which are required must be
attached, in order to have a complete Workbook.
Resources required in completing this Workbook:

- Pen
- Computer (optional)
- Desk space
- Assessor/Educator
- Teams
- Direct access to external and internal customers
The Workbook is divided into chapters and the chapters include the following tasks to be completed:
- Lecture/ Discussions(to demonstrate class participation)

- Space for opinions
- Class activities(assessable)
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- Workbook questions and answers(assessable)
- Practical observations(assessable)
- Chapter revision activities(assessable)
- Third-Party Report
Purpose of this workbook

This workbook will guide you in learning how to Lead Team Effectiveness. For each chapter there will be
spaces to write notes from the lectures and class discussions. These will be marked to demonstrate your
class participation. Then, there will also be a number of class and workbook activities for each chapter
and also an end of chapter revision activity. These activities will be assessed as to your competency at
actually leading a team. These activities MUST be completed as per the instructions and relevant pages
attached. The activities will demonstrate the following evidence:
Application requirements of this workbook

This unit defines skills, knowledge and outcomes required to plan and supervise the performance of the
team and develop team cohesion.
It applies team leaders, supervisors and new emerging managers who have an important leadership role
in the development of efficient and effective work teams.
Leaders at this level also provide leadership for the team and bridge the gap between the management
of the organisation and the team members. As such they must 'manage up' as well as manage their
team/s.
Performance Evidence
Evidence of the ability to:
 apply knowledge of organisational goals, objectives and plans
 develop a team work plan including documentation of how it was generated and how it will be
monitored
 identify and incorporate innovation and productivity measures into a team work plan
 communicate with team members and management to identify and establish the team
purpose, roles, responsibilities, goals, plans and objectives and resolve problems
 use techniques to consult, encourage, support and provide feedback to team members
 model team leadership behaviours and approaches
 liaise with management to develop the teamwork plan, resolve issues and ensure follow-up
action is taken.
Knowledge Evidence
To complete the unit requirements safely and effectively, the individual must explain principles and
techniques associated with:
 delegation and work allocation
 goal setting
 group dynamics and processes
 individual behaviour and difference
 leadership styles
 motivation
 negotiation
 problem solving
 planning
 workplace innovation
 workplace productivity.
Assessment Conditions
Assessment will be conducted in a safe environment where evidence gathered demonstrates consistent
performance of typical activities experienced in the management and leadership field of work and
include access to:
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 information about the organisation, including organisational structure, goals, objectives and
plans
 case studies, and where possible, real situations
 workplace equipment and resources
 interaction with others.
Workbooks must be completed in the classroom (face to face) where class and revision activities
demonstrate consistent practical application of typical activities experienced in the general practice of the
field of work for this subject and include access to office equipment and resources.
You are required to complete each section as instructed by your educator including the spaces provided
for your own opinions and group activities. Your Workbook will be assessed either during the activities or
upon completion of each chapter. Your assessor will give you feedback on each task completed in a
designated section of the Workbook. Should the feedback include a resubmission of a particular task,
your assessor will inform you of the procedure for resubmission. Should the feedback include points for
consideration please take note and ask questions to clarify if you need to.
This Workbook is the property of the College; if you misplace this Workbook you will incur a replacement
fee.
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Marking Guidelines for Workbook:

To be deemed competent in the completion of this workbook, candidates will need to attain 75%
satisfactory completion and competency of class/workbook activities and chapter revision activities. The
candidate must also complete and pass the mid-unit UCA within this workbook.
Has the student:
Observation
Element 1 Plan to achieve team outcomes
-Benchmark and expectations for evidence required from student
Task Achievement: Coherence and Comprehension:
 Addresses all parts of the task, although  Arranges information and ideas coherently.
some small parts may be less fully covered  Demonstrates a clear overall progression in
than others. emerging comprehension of core learning
 Presents a relevant opinion performance skills and knowledge outcomes
 Clearly defines actions where relevant
 Personally obtained conclusions/results are
made clear.
1.1 Lead the team to identify, establish and document team purpose, roles, Yes No
responsibilities, goals, plans and objectives in consultation with team members
Class Activity – Roles and Responsibilities

Workbook Activities – Practice Tasks 3-8
1.2 Engage team members to incorporate innovation and productivity measures
in work plans
Class Activity – Innovation
1.3 Lead and support team members in meeting expected outcomes
Class Activity – Expectations of leaders
Workbook Activities – Practice Task 10-11
Chapter 1: Revision activity
Element 2 Lead team to develop cohesion

made clear.
2.1 Provide opportunities for input of team members into planning, decision Yes No
making and operational aspects of work team
Workbook Activities – Practice Task 12-13

2.2 Encourage and support team members to take responsibility for own work
and to assist each other in undertaking required roles and responsibilities
Class Activity - Discussion
Workbook Activity – Practice Tasks 14 &16
2.3 Provide feedback to team members to encourage, value and reward
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individual and team efforts and contributions
Class Activity - Discussion
2.4 Recognise and address issues, concerns and problems identified by team
members or refer to relevant persons as required
Class Activity
2.5 Model expected behaviours and approaches
Class Activity
Workbook Activity – Practice Tasks 17, 18
Chapter 2: Revision activity – Part A and B
Mid Unit UCA –
Questions 1 and 2 completed (page 24, 25)
Question 3 (Coaching sessions and plans) completed (page 26)
Mid UCA Marking Guide completed (page 27)
Element 3 Participate in and facilitate work team

made clear.
3.1 Actively encourage team members to participate in and take responsibility for Yes No
team activities and communication processes
Class Activity
Workbook Activities – Practice Task 19, 20, 21
3.2 Give the team support to identify and resolve problems which impede its
performance
Workbook Activity – Practice Task 22
3.3 Ensure own contribution to work team serves as a role model for others and
enhances the organisation's image within the work team, the organisation and
with clients/customers
Class Activity
Workbook Activities – Practice Task 23, 24
Chapter 3: Revision activity – Part A and B
Element 4 Liaise with management
made clear.
4.1 Maintain open communication with line manager/ management at all times Yes No

4.2 Communicate information from line manager/ management to the team
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4.3 Communicate unresolved issues, concerns and problems raised by the
team/team members to line manager/ management and ensure follow-up
action is taken
4.4 Communicate unresolved issues, concerns and problems related to the
team/team members raised by line managers/ management to the team and
ensure follow-up to action is taken
Revision Paragraph
Chapter 4: Revision activity – Part 1-4
Foundation Skills
Third-Party Report
Final UCA Note: Do not forget that UCA has a 50% weighting
Please circle: Competent Not Yet Competent
Date: _____________________________
If Not Yet Competent: Has the student been given information on the assessment appeals
procedure
Yes / No
If yes, the student has five working days in which to access the assessment appeals procedure,
Should the student not access the procedure within the 5 working days, a new assessment
must be submitted.
Assessor Feedback (include feedback on all Parts):
________________________________________________________________
________________________________________________________________
Further submission required Yes No
________________________________________________________________
________________________________________________________________
Assessor signature: _________________________________________
Date: ___________________________
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Chapter 1 Plan to achieve team outcomes
Introduction
Lecture/Discussion
Planning to achieve
Please take notes on the lecture/discussion in this allocated area
1.1 Lead the team to identify, establish and document team purpose, roles, responsibilities, goals,
plans and objectives in consultation with team members
Lecture/Discussion
Purpose, Goals, Plans and Objectives
Purpose - the reason for which something is done or created or for which something exists.
Goals - A goal is an idea of the future or desired result that a person or a group of people envision,
plan and commit to achieve.
Plans - a detailed proposal for doing or achieving something.
Objectives - a thing aimed at or sought.
Lecture/Discussion
Consultation
The action or process of formally consulting or discussing.
Class Activity
Brainstorm Roles and Responsibilities involved in a team
Actively participate.
Be an active listener.
Take notes.
Complete tasks and assignments.
Practice Task 1
Describe the type and purpose of a team in which you work or one that you know about.
Explain why the team has been structured this way
IT project team – Purpose of the team is build a warehouse and transport management software for a specific
company.
Team is compost by 2 Developer,1 tester and 1 project manager. It was structured this way to get things done
properly and fast.
Practical task 2
Choose a team to which you belong, or one with which you are familiar
1. Make a list of three things a team to which you belong is working on, and describe
the team’s goals.
Understand customer needs, cover all the lacks in the customer process and build a
software.
The goal is having a system that will make users able to manage company’s transport and
warehouse.
2. Explain how these activities are linked to the organisation’s goals and strategies plan.
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By understand customer needs and lack of process we understand what software needs to
do to be efficient to that customer.
Practice task 3
Consider yourself as a team leader:
1. Explain how you would ensure your team members were aware of their responsibilities
Involve them in goal settings and planning activities, explain the why of the task, delegate authority.
2. What signs would tell you that a team member was unsure of their responsibilities
Team member is not getting tasks done, goals are not been achieved.
3. How might you encourage team members to take their responsibilities seriously but
with enthusiasm?
Set clear goals, encourage happiness, promote the communication between staff,
offer opportunities for self-development, provide them with a pleasant place to work.
Practical Task 4
1. In one paragraph, describe the various roles of the team members. What is your role?
Leader, facilitator, coach and member. My role is member.
2. Are there any roles the team does not have at present that you believe the team requires
achieving its goals more efficiently
No.
Practice task 5
Then look at the short introduction video at www.belbin.com
Then, read the following:
Belbin's team roles
An effective way to assess the relative strengths and weaknesses of a team. Helps the team to
understand ways in which it could improve performance.
Description
The following were developed by Meredith Belbin in 1981, following nine years of study and have
become one of the most accessible and widely used tools to support team building. The team roles
were designed to define and predict potential success of management teams, recognising that the
strongest teams have a diversity of characters and personality types. They have been criticised due
to their potential oversimplification and 'pigeon-holing' of individuals. However, when used wisely to
gain insight about the working of the team and identify the team strengths and weaknesses it can be
extremely useful.
Belbin describes a team role as "a tendency to behave, contribute and interrelate with others in a
particular way."
Use of the team roles
It should always be remembered that the tool helps to describe an individual's 'preferred' team roles
and is designed to indicate how you would ideally operate in a team environment. Strength in one
team role is often at the expense of what might be seen as a weakness in another context.
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An ideal team should ideally have a healthy balance of all 9 team roles. Strong teams normally have
a strong co-ordinator, a plant, a monitor evaluator and one or more implementers, team workers,
resource investigators or completer finishers. A shaper should be an alternative to a co-ordinator
rather than having both. In practice, the ideal is rarely the case, and it can be beneficial for a team to
know which of the team roles are either over represented or absent and to understand individual's
secondary roles.
Team roles tend to develop and mature and may change with experience and conscious attention. If
a role is absent from the team, then it is often filled by someone who has not recognised this role as
a dominant one. The team should share their team roles to increase understanding and enable
mutual expectations to be met.
Further information
 Belbin, R. Meredith (2003), Management teams: why they succeed or fail, 2nd Ed,
Butterworth Heinemann, Oxford
 Belbin, R. Meredith (1996), Team roles at work, Butterworth Heinemann, Oxford
1. Which of the Belbin team roles (above) do you think represents the way you play a
part in a team? Why?
Teamworker. I am cooperative and seek for help team to achieve the goal.
2. Explain whether the part you play in the team covers just one of these roles or several roles.
The part I play in the team covers several roles. Such as, plant as I can solve difficult problems,
specialist because I have knowledge of company’s process and needs.
3. Think about a team familiar to you:

- Can you recognise Belbin roles applying to some people in your team?
Yes, I can see one of them as a monitor evaluator.
- Do you think all of the Belbin roles are represented in this team?
Yes, I believe we have a bit of all them in the team.
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1.2 Engage team members to incorporate innovation and productivity measures in work plans
Lecture/Discussion
Engage
Class Activity- Look at the website

http://www.insyncsurveys.com.au/resources/articles/newsletter/2014/12/latest-research-5-
ways-to-unleash-the-productivity-and-innovation-within/
What are the 5 practical ways to unleash productivity and innovation within?
1. Senior leaders paint a picture of a compelling future
2. Link employee roles and actions to the organisation’s overall goals
3. Develop employee skills and talents
4. Genuinely care for and support your employees
5. Build a high performance culture
1.3 Lead and support team members in meeting expected outcomes
Lecture/Discussion
Supporting
Give assistance to
Class Activity
Expectations of leaders, “What do team members expect of their leader?”
Clarity, opportunity, involvement, consistency, respect, honesty, praise, constructive
feed.
Workbook activities
Practice task 6
List some of the behaviours you have seen from managers of leaders you admire.
Rather than listing actual operational activities they might have undertaken, focus on
the activities they have engaged in that have supported the team and helped them
succeed.
Use relevant textbooks or research on the internet, to write notes for the
following;
Integrity, fairness, decisiveness, strategic thinking, transparency and
accessibility.
Practice task 7
1. Why do you need to give positive feedback to people immediately or not long
after the event?
Because it helps motivation, boosts confidence, and shows people you
value them.
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2. Should negative feedback be delivered immediately and/or long after the event?
Why/Why not?
Critical feedback should be delivered as soon as possible after the
event that triggered it. When managers stockpile negative
feedback to deliver it all at once, it can be overwhelming and
demoralizing for the recipient.
Participation Evidence Assessment

Student has satisfactorily participated in lectures/discussions/Activities relating to this Chapter and
notes have been sighted Yes  No 
Assessor Sign: ____________________________ Date:____________
Assessor comments: ____________________________________________________________
_____________________________________________________________________________
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Chapter 1 Plan to achieve team outcomes
Review Activity
Getting the most for your team
Please explain each of these statements as part of a team at AH&B College or a team in your work
environment that you are familiar with
1. The team must be a real team, rather than a team in name only
2. The team must have compelling direction for its work (a clear common goal)
3. The team must have a structure that encourages and facilitates team work
4. The team must operate within a supportive organisational context
5. The team must have expert teamwork coaching
Feedback on Chapter 1 Revision activities
This feedback is based on the revision activities for Chapter 1

________________________________________________________________
________________________________________________________________
Resubmission required Yes_________ No___________
Date resubmission must be handed in: ________________________
Assessor name and signature: _______________________________
Date: _________________________
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Chapter 2 Lead team to develop cohesion
Introduction
Lecture/Discussion
Cohesion is the action or fact of forming a united whole.
2.1 Provide opportunities for input of team members into planning, decision making and
operational aspects of work team
Lecture/Discussion
Opportunities - a time or set of circumstances that makes it possible to do something.
Class Activity
Meetings & Role play
How would you receive the information from your team members?
Create a small group and organise a meeting in the order of discussing the Planning,
decision making and actions.
Workbook activity
Practice task 8
Using your team you are familiar with, what are some other tools or activities, apart from
meetings, that could provide team members with opportunities to participate in running the
team, including decision making, planning and operational tasks?
Delegate responsibility
Communicate effectively
Know their strengths and weaknesses
Practice task 9
Reflect on a team which you have been familiar with at work, school etc
1. Describe the way members were encouraged to be involved in planning and making
decisions?
Form a committee, Suggestion box, Offer choices, let them choose their training
2. Describe at least two strategies that would encourage team members to participate more
fully
Encourage the members of your team to fully participate by inviting their input and
suggestions on how to do things better. Ask questions, listen to their answers, and,
whenever possible, implement their solutions. Happy employees are enthusiastic and
positive members of the team, and their attitude is infectious.
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2.2 Encourage and support team members to take responsibility for own work and to assist each
other in undertaking required roles and responsibilities
Lecture/Discussion
Encouraging
Please take notes on the lecture/discussion in this allocated area:
Class activity
Class Discussion-
Why is it important to work together?
A teamwork environment promotes an atmosphere that fosters friendship and loyalty.
These close-knit relationships motivate employees in parallel and align them to work
harder, cooperate and be supportive of one another. Individuals possess diverse
talents, weaknesses, communication skills, strengths, and habits.
Workbook activities
Practice task 10
For each of the following scenarios, write down the consequences of a team member not
taking responsibility of their own work
- Think about operational problems that their actions might cause as well as how their
fellow team members might feel, and the impact it would have on them
It can cause problems with customers, bad reputation for the company and can
demotivate the team.
- Also, make a note of ways in which you would try to manage this problem if you were the
team leader
By analysing what is happening, explain to all the team how their roles are important for
the company and what can happen if we do not take the responsibility of our own work.
And if necessary have a private meeting with that particular staff.
Workbook activities
Practice task 11
Outline a brief scenario describing a team situation that required feedback to be given.
Use relevant textbooks or research on the internet, to write notes for the following;
1. List at least three strategies you would use to provide feedback to encourage, value and
reward team members
- Talk about the situation, not the individual
- Give praise where it is due
2. Explain why you have chosen these strategies

- Talk about the situation, not the individual: constructive feedback focuses on outcomes and
impartial observations rather than the employee's personal attributes.
- Give praise where it is due: Weaving some positives among the negatives can be a good
way to reassure employees that you haven't lost perspective.
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2.3 Provide feedback to team members to encourage, value and reward individual and team efforts
and contributions
Lecture/Discussion
Feedback
Class Activity
Class Discussion
How can we give feedback to team members?
Talk one on one

Talk about the situation, not the individual
How do we give negative feedback?
When giving negative feedback, you need to be direct, ask questions, listen

before you speak and consider the words you use. Focus on the job rather
than the person, explain the implications of actions and offer concrete ways in
which they can improve.
2.4 Recognise and address issues, concerns, and problems identified by team members or refer to
relevant persons as required
Lecture/Discussion
Issues and problems
Class Activity
What are some of the problems you may have to deal with?
Lack of attention, problems between staff, skills that need to be developed.
Workbook activities
Practice task 12
1. How can you be alert to signs that the team is not operating to its maximum potential?
By be alert to:
- Communication breakdown
- Lack of decision-making
- Unfocused team
2. What strategies can you use to monitor team cohesiveness and effectiveness?
- Define the purpose
- Assemble the team
- Determine goals
- Set expectations
- Monitor and review
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- Celebrate and reward
Practice task 13
Complete this simple quiz to see if you need to plan for any potential problems that could
have a negative influence on your team. Use a team that you currently work with or know
about.
Information Yes/No
Everyone understands what our goals are
Yes
My team has developed some guidelines and rules on how they will work Yes
Plans have been developed by the team that will enable us to reach these Yes
goals
The people on the team have the experiences, knowledge and skills we Yes
need
When if people don’t contribute in the way they should there is a follow-up Yes
process
We have a clear decision making process Yes
As a leader, I am continually seeking feedback on my own performance Yes
Team members know they are important in the context of the wider Yes
organisation
We have the resources needed to do the job Yes
Everyone knows what is expected of them and the role they play within Yes
the team
We use feedback for our benefit Yes
Our team has culture where hard work and effort are recognised Yes
We communicate well and share information Yes
If you answered no to any of these questions – think of ways you could change the situation
2.5 Model expected behaviours and approaches
Lecture/Discussion
Model
Class Activity
Write about a situation where someone in a place of leadership (boss, parent,
teacher etc.) to you behaved in a way which disappointed or surprised you(in a
negative way)? What was the behaviour? Why did you think they shouldn’t have
acted that way?
My ex-boss was very rude and once I saw him very angry and yelling to other
employee and it was very disappointed, he did not have respect for the employee.
He should talk to him, with a nice voice, because he is the model.
Did the negative way they acted(above) have an effect on how you saw them as a leader and
whether or not you listened to them etc. afterwards? Why/Why not? In what way?
It was very negative and after that I could not see him as a model to follow.
Can you think of any other examples of ways which leaders shouldn’t act? Why not?
Getting late at work, talking about other people, being rude, Missing due date.
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Revision notes
What have you learned in this chapter?

_____________________________________________________________________________
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Chapter 2 Lead team to develop team cohesion REVIEW
Activity
Answer the following questions based on AH&B College teams (Salon, educator etc.) or a
team that you are familiar with and have access too.
Instructions: Listed below are the five reasons that a team may fail. Write notes on the possible
consequences of these reasons.
1. Absence of trust - Potential impact on the team:

The absence of trust in a team prevents you as a leader achieving the best that you
can be individually and collectively
Solutions – How to promote trust with the team

One way to build trust is to encourage your team members to see their colleagues
as people. Think about creating situations that help them to share personal stories,
and to bond. Do this by asking sensitively about their family, or about their hobbies.
2. Fear of conflict - Potential impact on the team:

When managers fear conflict, they can breakdown the communication lines that run
within your organisation. If managers fail to communicate effectively with their
subordinates and teams, employees might feel less likely to approach their leaders if
and when something goes wrong.
Solutions – How to use conflict and deal with differences positively

Manage stress quickly while remaining alert and calm;
Control your emotions and behaviour;
Pay attention to the feelings being expressed as well as the spoken words of others;
Be aware of and respect differences.
3. Lack of commitment- Potential impact on the team:

A lack of commitment ultimately leads to a decline in performance among team
members.
Solutions – How to inspire team members to be more committed

Pay your people what they are worth;
Provide them with a pleasant place to work;
Offer opportunities for self-development;
Foster collaboration within the team;
Encourage happiness;
Don't punish failure;
Set clear goals.
4. Avoidance of accountability -Potential impact on the team:

If a team member fails to engage in the process -- avoids conflict and rolls his eyes
instead -- team members need to feel comfortable to call the person out on his
behaviour.
Solutions – How to make the team more accountable

Set expectations during on-boarding.
Provide performance feedback early and often.
Establish a culture of empowerment and trust.
Make consequences and rewards clear.
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Get (a little more) casual.
Communication is key.
Establish collective values and objectives.
5. Inattention to results- Potential impact on the team:

When a team is experiencing an inattention to results, it won't perform well long term. The
increased focus on individual work inevitably leads to slowed progress and a decline
in team performance because people aren't being held accountable.
Solutions – How to stay

Get to know one another;
Define success;
Set clearly defined, objective goals and targets;
Celebrate small successes;
Focus on effort made;
Remind people of their contributions.

________________________________________________________________
________________________________________________________________
Date: _________________________
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Mid Unit UCA - Practical
Student Name:
Student Number:
Group:
Date:
Disclaimer: “I have accessed the Wisenet Student Portal and have read the
Assessment Plan and am aware of the learning outcomes for this unit. I am aware
that I can contact DOS/Educator for extra assistance. “
Student Signature: Date:
1. Multiple Choice Questions

Question 1
Effective teams can:
a. Be bought
b. Not be faked
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c. Be created through trust and safety
d. Exist without having a common goal
Question 2
A team can only be a team when:
a. People know each other and willingly form a group
b. The principle of consultative decision-making is applied
c. They have a leader
d. Team members are interdependent
Question 3
The key aspects of any team dynamic are:
a. Personalities of team members
b. Power games
c. Leadership
d. The climate in the team
Question 4
Key ingredients for accountability and engagement in a team are:
a. Team members’ emotional intelligence
b. Energy of team members and their attitude
c. Clarity of individual goals
d. The social networks in the team
Question 5
The following are examples of team types at work:
a. Social clubs
b. Project teams
c. Departments
d. Head offices
Question 6
When a team first starts, the key leadership focus should be:
a. Providing strong direction

b. Facilitating interdependence
c. Allowing people to vent frustrations
d. Assisting with personal problems
Question 7
The behaviours/issues that you will see once the team is in operation will include:
a. Roles are not accepted and responsibilities are ignored
b. Discussions are good and in depth
c. People listen to each other
d. People feel stuck
Question 8
One of the key traps in maintaining teams is:
a. Micromanaging the team
b. Delegation
c. Allowing failure
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d. Having a team charter
Question 9
When a team is just starting, the appropriate leadership style should be:
a. Validating
b. Collaborating
c. Structuring
d. Resolving
Question 10
Reasons why leaders often neglect reward and recognition in teams are:
a. There is no time
b. They feel embarrassed to do it
c. They cannot afford it
d. They don’t believe in recognition
Score /10
Short Answer Section
a) List 3 types of team roles and examples of each
1. Shaper – challenges the team to improve
2. Team worker – encourages cooperation
3. Resource investigator – explores outside opportunities
b) List the 5 elements necessary for a successful team and examples of each
1. Trust – they trust one another
2. Healthy conflict – they commit to decisions and plans of action
3. Commitment - they commit to decisions and plans of action.
4. Accountability – they hold one another accountable for delivering against
those plans
5. Results focus – they focus on the achievement of collective results
c) List 3 qualities that team members expect from their leader
1. A clear communicator
2. Confident in the team
3. Example of integrity
AH&B College
1. Practical Coaching Session
Base this assessment on your Certificate IV in Business class as your team.
Identify and write down the “Organisational Goals/ Objectives and Plans” for AH&B College students
(500 words)
AH&B College has been trading since 2004. We pride ourselves on quality training and
assessment. We believe in boutique-style learning. This means our classes are smaller
which enables the staff and the students to build a good rapport with one another. Students
feel more comfortable to approach their educators and administration staff - and therefore
receive more assistance.
The goal is to be the best provider of education in hairdressing and business and for
students to emerge from College capable of competing in the global hairdressing market and
working in many business enterprises.
The objective is with the extensive knowledge delivered to students, they will enable to enter
many specialist areas in many diverse fields with the potential to become a leader of industry
or self-employed in their own business.
Select 2 members of the team(classmates) for individual coaching

Write their names:
Conduct a 10-minute coaching session with EACH of the team members(separately) to discuss how
they are going to meet the goals, objectives and plans (identified in a) ) as a student at AH&B College.
(Include discussion of new ideas(innovations) and productivity measures).
“I witnessed this student conducting 10-minute coaching sessions”
Session 1 Educator Sign ______________.../.../... Session 2 Educator Sign

___________..../..../.....
a) Keep notes (may be by hand) while giving EACH coaching session and attach them
as evidence.
b) As a result of the coaching session, write a plan (1/2 a page) for how EACH team
member should meet the expectations, objectives, goals and plans as a student
including feedback on their current performance as a student at AH&B College.
Student 1
Objective: Complete the course with success

AH&B College
Plan
Student will set a goal for grades in each subject.
Take into account the subject matter, the level of the class (is it an
introductory 100-level or a more advanced 300 or 400-level?), how essential
the course is to your degree program and the other courses you're taking
during the same term. Then set a realistic goal for the grade you think you can
earn if you work hard, and invest a reasonable amount of time working toward
this goal. Some courses are just harder, or more relevant to your intended
career path, than others, and setting a specific grade goal can help you
prioritize effectively
Plan Homework/Study Times for Every Course

At the beginning of the term, try to plan out specific time blocks for each class
throughout the week, and hold yourself accountable for spending these time
periods completing homework and studying. If something comes up and
you're unable to devote the usual time to a course one week, make sure you
can reschedule the entire block of time for that class to another day (which
can help prevent you from getting behind or missing an assignment).
If you have trouble making good use of study time you set aside for a specific
class, consider rescheduling your study block for this course at another time
when you're more productive. You may also set specific goals for each study
block week-by-week, such as not stopping or moving onto your next task until
a particular section of a book is read, or the assignment for the week is
finished.
Visit With Each Instructor at Least Once Per Term

This one can be helpful even if you're taking online or remote courses. Visiting
an instructor during office hours or scheduling some time to talk over the
phone or through email can be a good way to get to know someone who may
be a great resource down the road. Instructors who know you well can speak
to your strengths in recommendation letters, and it's always good to have
someone to go to for help and support during especially difficult periods like
during finals or when you're approaching graduation. Try to get to know at
least one instructor well during each term, and make sure to take some time
to speak personally with each one at some point.
Take an Extra Challenging Course

Look for courses that interest you outside your degree program or current
area of focus, and try to challenge yourself to move out of your comfort zone.
While there may not be time to do every session, you can calculate how many
elective credits you need to take and then set aside a certain number of these
for challenging, unfamiliar courses. Pushing yourself to try something new can
be a great way to keep yourself intellectually engaged, especially during
sessions where your coursework is otherwise focused on general education
credits or basic introductory classes in your degree program.
Join an Extracurricular Group or Organization

Getting an on-campus job or joining a student group (which you can also do
when taking online classes) can be a great way to get to know other students
- and sometimes faculty - in your degree program. While this offers valuable
networking opportunities for when you eventually go on the job market, it can
also be a great way to reduce stress and allow yourself to take much-needed
breaks from studying and work. Just remember, you still need to make sure
you have time and energy to invest in coursework, so try to set goals for what
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days you can spend on extra-curricular and how much time you can set aside
for activities.
Visit the Career Services Department

Even if you're still in your first year, learning about your career options can be
a valuable experience. Set aside some time to speak with someone from the
career services department each year, and consider scheduling more
frequent appointments the closer you get to graduation. Setting specific goals
to visit each term can help avoid procrastination and ensure you start planning
ahead.
Student 2
Objective: Develop professional skills
Choose an Elective Outside My Comfort Zone

Showing range in interests and experiences looks great on resumes and
pushing yourself outside your comfort zone can lead to great personal growth.
Make a list of the steps and options for this goal to keep you feeling
comfortable throughout the process.
Overall Goal: I will choose and take on elective class outside my comfort zone
during this academic year.
Step 1: Look at your required classes for the year to see which trimester or
semester you have room for an elective.
Step 2: Browse the college catalogue for classes you find interesting, but
wouldn't normally sign up for. Make a list of these classes.
Step 3: Email the teachers listed for each of your potential elective classes
asking for current or former students who might be willing to share their
experience of the class.
Step 4: Meet with one or more students who can share their elective
experience.
Step 5: Choose an elective and sign up for the class
Find a Mentor
Mentors can help you learn more details about the job you hope to have one
day. They can provide you with insider tips and advice for landing this type of
job and things they wish they would've done differently in the process.
Reaching out to a mentor can help your professional development and help
you learn valuable networking skills for life.
SMART Goal: I will find a mentor from my desired profession so I can make
sure it's the right job for me and learn to connect with others.
Specific: I will look for local mentor options first, then online options if needed.
Measurable: By the end of this semester, I will start a mentorship relationship.
Achievable: I'm going to reach out to a maximum of 10 potential mentors if
needed.
Relevant: Finding a mentor helps me gain self-confidence in reaching out to
strangers and further explore if I've chosen the right career path for my
personality and skills.
Time-Based: I will spend the month of September exploring mentor options to
find a good fit for me. I will reach out to potential mentors in October and have
a mentorship locked in by the end of December.
AH&B College
c) Get the educator to check the draft copy of your plan and discuss any necessary
changes you need to make.
“I have discussed the coaching plans with the student”
Plan 1 Educator sign _____________.../..../..... Plan 2 Educator sign

_________________..../...../.....
d) Make changes to the plan as necessary and email(attach copies of each email as
proof) the final copy of the plan to team members and to the educator.
e) Write how you will support EACH team member(500 words for EACH team member)
Reviewing work frequently
Don’t leave your team working on the big report for two months and then
review it right at the end.
Be sure to check in with your team early and often.
Leaving your team to work alone until you come in and criticise their work will
lead to increased stress and potentially a lot of rework.
Book regular progress meetings to understand how your team members are
progressing, and if they need assistance.
Sticking up for them

Sometimes, people will criticise your team.
Whilst it is important that you try to understand any issues, your default
position should be that you stand up for your team. If you don’t, then you
probably have trust issues which need to be fixed.
Communicating accountability
Make it easy for your team member when you delegate accountability to
them. Tell the team member they are accountable. Then tell the people they
are working with. This removes a lot of infighting that can occur as part of
delegating accountability.
Setting standards
Working in a team without any standards is difficult for everybody. It’s difficult
for you, the leader, because team members will produce variable outcomes.
It’s difficult for your team members because they don’t have direction.
You need to support your team by setting standards for the work that you do.
If your team works on technical tasks, make sure technical standards are in
place.
Being available
Set times when you will be available and stick to them. Make yourself
available to your team so they have opportunities to discuss and confirm
things with you.
Helping them to develop their skills

A team that isn’t learning is stagnating. Teams that aren’t given opportunities
to develop their skills may suffer from a lack of confidence to perform at their
best.
AH&B College
It’s up to you to provide opportunities to learn through mentoring, training or
on the job coaching. Targeting areas where team members are lacking
confidence is a good starting point.
Assessor feedback on Mid Unit UCA
Yes No
1. Student has answered Multiple Choice Questions

/10
2. Student has answered question 2 a), b) and c)
3. Student has conducted 2 coaching sessions
4. Student has written 2 coaching plans and discussed them

with educator
MID- UCA Marking Guide - EDUCATOR to complete
Observation Satisfactory/Not Yet Comments

Satisfactory
Did student identify, establish
and document team goals,
plans and objectives?
Did the student include
discussion of innovation and
productivity measures?
Did the student help team
members to meet expected
outcomes?
Did the student provide input to
team members into planning,
decision making and
operational aspects of the
team?
Did the student support team
members in taking
responsibility for their own work
AH&B College
and roles and responsibilities?
Did the student provide
feedback to team members?
Did the student recognise and

address issues and concerns,
and give support in resolving
problems?
Did the student consult with
you regarding the coaching
sessions?
Did the student provide you
with a copy of the plan?
Assessor Comments
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Assessor’s name and signature: _______________________________
Date: _________________________
AH&B College
Chapter 3 Participate in and facilitate team work
Introduction
Lecture/Discussion
Participate or Facilitate
Participant - e involved; take part.

Facilitate - make (an action or process) easy or easier.
3.1 Actively encourage team members to participate in and take responsibility for team activities
and communication processes
Lecture/Discussion
Communication
Communication is simply the act of transferring information from one place, person or
group to another.
Class Activity
How to encourage others to participate in team activities
Each team present their findings to the rest of the team. Write notes
Get people in the room to say “yes” Have them agree to something (even
unrelated) right off the bat;
Be friendly;
Let others “own” the idea;
Avoid arguing and show respect;
Share context and data.
Workbook activities
Read the following Case Study
A team starts a new year or a project with enthusiasm and the best of intentions. They meet
to debate their goals, create a set of team rules, and allocate tasks through a carefully thought
our work plan. They agreed they want to achieve all their goals and work like a well-oiled
machine. Their team leader is thrilled and provides glowing reports to the section manager.
Everyone expects a lot from this group of individuals. Their team goals and rules are typed,
printed and posted on the wall. Everyone admires them. A month later the fancy statements
are forgotten as everyone is working furiously on tasks and hurrying to meet deadlines.
The team rules, such as “We will take responsibility for our actions as a team, and as
individuals”, “Everyone will communicate openly” We will contribute ideas and opinions and
we will listen to and value all team members’ contributions are a distant memory. Team
meetings become a place where blame is allocated and people lose their temper.
The team leader is frustrated and, frankly a little bit scared. The project had started so well,
but the workload was huge and a few deadlines were missed early on. The section manager
is starting to ask questions about how the team is working. How can the team leader get
things under control and get team members to participate and take responsibility for their work
and for the team’s progress?
Practice Task 14
AH&B College
1. What do you think the team leader in the example above has or hasn’t done to cause this
situation?
Team leader did not do any changes on the plan when he saw it was not working
properly. He also got frustrated and did show it to the team.
2. List some opportunities and strategies the team leader could implement to get the team
back on track
Regular meeting to track the project
Using software to manage tasks and performances
Delegate tasks
Change strategy when it is not working
Listen staff suggestions
Practice task 15
What are some things you could do to encourage participation from a team member who does
their job well but has no interest in team camaraderie?
Cross-functional teams
Work together
Address conflict
Bond over breaks
Listen team members
Practice task 16
What things do you think can go wrong when information is not shared in a team?
Goals will not be clear, so probable team will not achieve it. Tasks will not get done and staff
will be stuck.
3.2 Give the team support to identify and resolve problems which impede its performance
Lecture/Discussion
Team support
When you're part of a team, it means you have to help when you're needed.
Being part of the Support Team means not only helping out clients, but each
other.
Workbook activities
Practice task 17
Group work
Discussion – How to help a team identify and resolve problems
Discussion points
 Contingency planning
 Possible problems
 Individual team member contributions
AH&B College
 Management plans
 Participation in resolving problems
3.3 Ensure own contribution to the team serves as a role model for others and enhances the
organisation’s image within the team, the organisation and with clients/customers
Lecture/Discussion
Contributions and styles
Leadership styles
Autocratic Style
Authoritative Style
Pacesetting Style
Democratic Style
Coaching Style
Affiliative Style
Laissez-Faire Style
Class activity
Work out which leadership style you think you are or would be and Why?
I think I would be a democratic style, because I always want to know what is the team opinion,
and if my decision would affect them.
Workbook activities
Practice task 18
Choose and research any one of the people in the list below. Write one or two paragraphs
explaining how they led by example. How much did their reputation depend on their setting
and example?
1. Mahatma Gandhi
2. Anita Roddick
3. Martin Luther King Junior
4. Winston Churchill
5. Emily Pankhurst
Emmeline Pankhurst was born on 14 July 1858 in Moss Side, Manchester. As she
grew older, Emmeline noticed that women were treated differently to men and
became motivated to help change that. In 1903 she, along with her daughters Sylvia
and Christabel, founded the Women's Social and Political Union (WSPU).
Emmeline Pankhurst is remembered for her hard work with the WSPU in the fight to
help get British women the right to vote.
AH&B College
Practice task 19
Think of a team situation that you have been involved in, and put yourself in the role of team
leader.
1. Rate yourself from one to five (5 being the top score) using the following list that combines
the characteristics described above.
2. Explain how you could improve those characteristics to which you have given allow score
Score Characteristic Strategies for improvement

5 Listens to and supports team members
3 Delegates well and encourages Set up goals to be clear and

Participation easier to delegate tasks
5 Promotes a sense of belonging
4 Reviews procedures to see whether Know the objectives very well to

operations can be improved be able to identify improvements
5 Always seeks to learn new things and

improve understanding or knowledge
5 Communicates well
4 Sets high personal goals Know what is my goal and

company goal
5 Thinks positively, focuses on getting

things done and plans time effectively
5 Keeps a sense of humour
5 Is innovative
5 Keeps morale high

____________________________________________________________
AH&B College
Chapter 3 Participate in and facilitate work team
Activity REVIEW
Complete Part A and Part B of this assessment.

Part A
Research a leader you admire – it might be someone you have worked with who you can
interview or it could be a well-known leader in pursuits such as business, sports,
entertainment who you can research at the library or online: Describe:
1. The qualities of the person you have selected or aspects of their leadership that you
admire
Honesty, communication skills, positive attitude.
2. Their greatest challenges and achievements as leader

Manage marketing teams in 5 different countries at same time.
3. How they encouraged their team members to participates in and take responsibility for
team activities
He was present, always ready to help. He also use to give good feedbacks.
4. How they supported their team members in the problem identification and resolution
process
He did use to work with the team to identify and sort problems out, and teaching the
members how to do it.
5. Instances where they led by example

Working hard, respecting the chain of command, taking responsibilities, letting the team to
get things done.
Part B
1. Select four characteristics you believe are essential for a good leader and provide
examples of how you would demonstrate these characteristics as a leader
Integrity - integrity is essential for the individual and the organization. It’s
especially important for top-level executives who are charting the organization’s
course and making countless other significant decisions.
Ability to delegate - Delegating is one of the core responsibilities of a leader, but

it can be tricky to delegate effectively. The goal isn’t just to free yourself up — it’s
also to enable your direct reports, facilitate teamwork, provide autonomy, lead to
better decision-making, and help your direct reports grow.
Communication - Effective leadership and effective communication are

intertwined. You need to be able to communicate in a variety of ways, from
transmitting information to coaching your people. And you must be able to
communicate with a range of people across roles, social identities, and more.
Self-Awareness - While this is a more inwardly focused skill, self-awareness is

paramount for leadership. The better you understand yourself, the more effective
you can be.
AH&B College
2. By adopting some of the practices of the persons you researched for Part A, how could
you be an effective leader?
By seeking for equal rights and making decision that could affect people positively.

________________________________________________________________
________________________________________________________________
Date: _________________________
AH&B College
Chapter 4 Liaise with management
Introduction
Lecture/Discussion
Communication Management
4.1 Maintain open communication with line manager/management at all times
Lecture/Discussion
Open communication
Communications management is the systematic planning, implementing,

monitoring, and revision of all the channels of communication within an
organization, and between organizations
Workbook activity
Practice Task 20
Read the following scenario. Choose what you think would be the most appropriate form of
communication for Angeline to use from the 3 options listed. Explain why you choose this
form
Angelina has just been called into her manager’s office. Changes are afoot and the company
is going to be restructured. Her manager thinks that it’s best that people aren’t told too much
and are informed of changes once the new structure has finally been decided. Angelina
disagrees. She knows what rumours are already circulating and people are scared they’ll
lose their jobs. She convinces her manager that she needs to let her team know as much as
possible.
She has three choices:

1. Call her team together for a meeting. Talk to them about the changes and explain why
they are necessary. Be honest about the situation, as some people may lose their jobs,
but reinforce that it’s simply too early to know. Try to reassure the team that the changes
will be beneficial for both the company and the employees and promise to keep them up to
date with news. Tell team members that if they have any specific query they can come
and chat with her privately.
2. Call a meeting and promise team members they won’t lose their jobs
3. Write a memo stating that the company is going through a restructure and that she’ll keep
team members informed. Stick the memo on the team bulletin boards.
I think she should choose the 1st option, because she will be transparent with her team,
making them feel part of the company and do not overthink about what is going on.
4.2 Communicate information from line manager/management to the team
Lecture/Discussion
Management to team
Maintain good communication;

Build positive working relationships;
Acknowledge good work;
AH&B College
Be real;
Be decisive;
Delegate jobs to the right people;
Manage conflict;
Set a good example.
AH&B College
Workbook activities
Practice Task 21
What do you think the possible issues could be between management and the team with
regards to communication?
Misunderstand information and tasks, do not know the goals.
Is it possible to overcome these issues and how would you go about it?
Yes, by setting up a communication plan. Having regular meeting to update the team and do
a brainstorm, and tracking the results.
4.3 Communicate unresolved issues, concerns and problems raised by the team/team members to
line manager/ management and ensure follow-up action is taken.
Lecture/Discussion
Team to management
Team management is the ability of an individual or an organization to

administer and coordinate a group of individuals to perform a task. Team
management involves teamwork, communication, objective setting and
performance appraisals.
Workbook activities
Practice task 22
When do you think you would refer an issue to senior management?
As senior-level managers become more involved with different aspects of the
company, they often take on more responsibility in addition to creating word
documents and spreadsheets. Depending on their unique role, they may need to
learn specialized software founded on accounting and coding principles.
Who are the senior management of AH&B College, or a workplace that you are familiar with
like Coles etc.
Coles - Steven Cain
4.4 Communicate unresolved issues, concerns and problems raised by the team/team members to
line manager/management and ensure follow-up action is taken
Lecture/Discussion
Follow up
Follow up is a continuation or repetition of something that has already been

started or done.
Workbook activities
Practice task 23
When communicating information to a team or to mangers, team leaders have a number of
challenges to overcome. Think of the ways you would deal with these common workplace
problems. Rumours and misinformation – concerned team members come to you saying their
heard from another staff member (not in your team) that the company is moving premises and
AH&B College
50 jobs will be cut. What do you do?
I would check the information and have a meeting with the team to explain what is going on.
Being unable to share all information – your manager tells you that in six months time he is
retiring and that you will be promoted to his position. You are pleased and are sure that in turn
one of your team members could step into your role. However, six months is a long time and
you would prefer not to tell the team these plans in case the members lose focus. What do
you do?
I would keep the information for me and analyse how would be the best option to replace
myself, at the same time I would help team member to improve their skills.
The problem is out of your control – it turns out that your Finance Department proved you with
incorrect information when you were costing the project you’re working on and as a result all
of the team’s estimates are wrong. Your team is worried and want you to do something about
it. What do you do?
I would talk to finance department and senior management before any decision, I would check
how the mistake did happen and what can be done to sort it out, after have all information I
would talk to the team.
Needing help – All managers need to convey to their teams that a new knowledge
management system is being implement through the organisation. You are expected to do
this and to do it so that your team is enthused and comfortable with the idea. The problem is:
you are having trouble yourself understanding what it’s all about. What do you do?
I would ask someone to help me with it. Explain again and I would look for more resources
that could help me,
Not being understood – you have just delivered a long report to your manager about some
concerns you and your team have identified regarding the way materials are handled in the
warehouse. If ignored, it could have major implication for your company. Your manger flicked
through it, tossed it on this desk, and started talking about his weekend. You are worried that
he doesn’t understand the seriousness of the issue and that your team’s hard work will go
unrecognised. They will be waiting for you to report to them when you go back to your floor.
What do you do?
I would listen about his weekend and talk about the report again, and reinforce the information
asking he has any doubt.

_____________________________________________________________________________
AH&B College
Chapter 4 Liaise with management

Activity
Complete Part 1 – 4 of this assessment.

Assume you are a team leader at AH&B College student salon
Prepare a plan that demonstrates how you could manage the process of liaising with your
team and managers within your organisation. Explain the measures you will take for:
1. Ensuring open communication with senior manager and or management team

- Ways you can facilitate this, how this will have a positive effect on your team
Set up monthly meetings with them and send weekly report to update everyone about the
process;
Create an intranet, and feed with information, that would be relevant for everyone.
2. Communicating information from management to your team

Create an intranet, and feed with information, that would be relevant for everyone;
Promote the open communication in the company;
Have weekly meeting with the team.
3. Communicating issues raised by the team to management

Having meetings;
Sending emails;
Giving feedback.
4. Communicating issues raised by management to my team

Using communication tools;

Weekly meetings;
Emails.
AH&B College

________________________________________________________________
________________________________________________________________
Date: _________________________
AH&B College
Foundation Skills -This section describes language, literacy, numeracy and
employment skills incorporated in the performance criteria that are required
for competent performance.
Skill Performance Description Student Application
Criteria
 Prepares workplace plans that

communicate intent and elicits 
Writing 1.1, 4.2
feedback clearly and effectively
 Engages in discussions or provides

information using structure and 
Oral 1.1, 1.3, 2.2, 2.3,
language appropriate to the
communication 3.1, 3.2, 4.2-4.4 audience and situation
 Selects and uses appropriate

conventions and protocols when 
Interact with 1.1-1.3, 2.1-2.5,
communicating with team members
others 3.1, 3.3, 4.1  Adapts personal communication
style to model required behaviours,
build trust and positive working
relationships and to show respect for
the opinions and values of others
 Plays a lead role in situations
requiring effective collaboration,
demonstrating conflict resolution
skills and ability to engage and
motivate others
 Develops, implements and monitors

Get the work 1.1-1.3, 3.2 plans and processes to ensure team 
engagement and effectiveness
done  Uses formal analytical thinking
techniques to identify issues and
generate possible solutions, seeking
input from others as required
AH&B College
Third Party Report: Based on workplace practical skills & performance of tasks
relating to the unit of competency
Unit of Competency: LEAD TEAM EFFECTIVENESS
Student Name:
Student number:
Student Work-place
Name :
Workplace Address :
Workplace contact e.g. Phone & email

details
Workplace ABN:
Student Role with-in e.g. Assistant manager
the workplace:
Instructions to Student must please remove this form from their workbook. Take it to their
student & workplace workplace and get their supervisor to tick and sign to confirm their active
supervisor: participation with-in the skill set area. The supervisor will be contacted to
validate student active participation in the workplace. Students are
encouraged to take photographs (if appropriate and in accordance with
the organisations privacy and workplace policies) as further evidence.
Once this report is filled-in student must present this form, (by re-attaching
to the workbook), with their completed workbook to be submitted for
marking.
Observation checklist
Time period (Dates) From: To:
Element Performance criteria Skills and Tick & initial*

performance *Supervisors are
examples welcome to add
constructive
comments below if
they wish.
Plan to achieve team 1.1 Lead the team to (A team can be 2 or
outcomes identify, establish and more people)
document team The worker works with
purpose, roles, or leads other workers
responsibilities, goals, as part of a team.
plans and objectives in
consultation with team The worker has
members. discussed or
1.2 Engage team suggested ways to
members to incorporate make work tasks
innovation and better.
productivity measures
in work plans. The worker has
1.3 Lead and support worked together with
team members in and encouraged other
meeting expected workers to do their
outcomes. jobs well.
AH&B College
Lead team to develop 2.1 Provide The worker gives
cohesion opportunities for input other workers the
of team members into chance to plan and
planning, decision make decisions about
making and operational their work.
aspects of work team.
2.2 Encourage and The worker helps
support team members other workers to do
to take responsibility for their job well.
own work and to assist
each other in The worker has
undertaking required encouraged other
roles and workers and let them
responsibilities. know when they’ve
2.3 Provide feedback to done a good job.
team members to
encourage, value and The worker has
reward individual and noticed and fixed
team efforts and problems and has told
contributions. yourself or other
2.4 Recognise and managers about it
address issues, where necessary.
concerns and problems
identified by team The worker behaves
members or refer to in a way that they
relevant persons as expect other workers
required to behave.
2.5 Model expected
behavior’s and
approaches
Participate in and 3.1 Actively encourage The worker has
facilitate work team team members to supported other
participate in and take workers and
responsibility for team encouraged them to
activities and talk to each other and
communication be trusted with doing
processes their jobs properly.
3.2 Give the team
support to identify and The worker has
resolve problems which worked together with
impede its performance other workers to solve
3.3 Ensure own any problems which
contribution to work affect daily tasks to be
team serves as a role done.
model for others and
enhances the The worker has
organisation's image helped the team and
within the work team, behaves properly
the organisation and which helps the
with clients/customers business to look good
and to have good
relations with
customers.
Liaise with 4.1 Maintain open The worker talks with

management communication with you as often as
line necessary.
manager/management
at all times The worker talks to
4.2 Communicate other workers with
AH&B College
information from line information from you
manager/management when needed.
to the team
4.3 Communicate The worker talks
unresolved issues, about any problems
concerns and problems which affect them or
raised by the the team, and tries to
team/team members to get information on
line how to solve them.
manager/management
and ensure follow-up The worker passes on
action is taken the information from
4.4 Communicate managers about how
unresolved issues, to solve problems to
concerns and problems other team members
related to the when needed.
team/team members
raised by line
managers/management
to the team and ensure
follow-up to action is
taken
Supervisor/ Third-party Declaration

I confirm that I have observed the learner perform the tasks associated with the
elements/performance criteria/work skills for this subject/unit effectively and consistently over a
period of time.
Supervisor/ Third-
party Name
Supervisor/ Third- Date: / /
party Signature
Assessor to fill only:
Assessor Declaration
I confirm that I have validated this document by confirming the above with the employer/supervisor
to ascertain the practical application of learning in the workplace
Assessor sign: Date: / /

BSBLDR403 Lead Team Effectiveness

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AH&B College

BSBLDR403 Lead Team Effectiveness

BSBLDR403 Lead Team Effectiveness

Unit Assessment Summary;

Unit Start Date: Unit Finish Date:

Student Signature: ________________________Date: ______________

Staff Name: _____________________________________

Staff Name: _____________________________________

Staff Name: _____________________________________

Assessment Summary and Checklist

17 Practice task activities – in class (assessed)

7 Class activities – in class

Detailed Instructions for student

Resources required in completing this Workbook:

- Lecture/ Discussions(to demonstrate class participation)

Purpose of this workbook

Application requirements of this workbook

Marking Guidelines for Workbook:

Has the student:

Class Activity – Roles and Responsibilities

Element 2 Lead team to develop cohesion

Workbook Activities – Practice Task 12-13

Questions 1 and 2 completed (page 24, 25)

Question 3 (Coaching sessions and plans) completed (page 26)

Mid UCA Marking Guide completed (page 27)

Element 3 Participate in and facilitate work team

Workbook Activity – Practice Task 25

Please circle: Competent Not Yet Competent

Assessor Feedback (include feedback on all Parts):

Further submission required Yes No

Assessor signature: _________________________________________

Chapter 1 Plan to achieve team outcomes

Belbin's team roles

Use of the team roles

 Belbin, R. Meredith (1996), Team roles at work, Butterworth Heinemann, Oxford

3. Think about a team familiar to you:

Class Activity- Look at the website

1.3 Lead and support team members in meeting expected outcomes

Participation Evidence Assessment

Assessor Sign: ____________________________ Date:____________

Assessor comments: ____________________________________________________________

Feedback on Chapter 1 Revision activities

This feedback is based on the revision activities for Chapter 1

Date resubmission must be handed in: ________________________

Assessor name and signature: _______________________________

Chapter 2 Lead team to develop cohesion

2. Explain why you have chosen these strategies

Talk one on one

How do we give negative feedback?

When giving negative feedback, you need to be direct, ask questions, listen

Lack of attention, problems between staff, skills that need to be developed.

2.5 Model expected behaviours and approaches

Participation Evidence Assessment

Assessor Sign: ____________________________ Date:____________

Assessor comments: ____________________________________________________________

1. Absence of trust - Potential impact on the team:

Solutions – How to promote trust with the team

2. Fear of conflict - Potential impact on the team:

Solutions – How to use conflict and deal with differences positively

Student Signature: __________Date:

Assessor Sign: ________________ Date:

Assessor Sign: ________________ Date:

Resubmission required Yes_ No___

Resubmission required Yes_ No___

Assessor Sign: ________________ Date: