Unit Details BSBTWK502 – Manage Team Effectiveness Assessment Type

Unit Details BSBTWK502 – Manage Team Effectiveness
Assessment
Type
This is a summative assessment, which requires each
student to have adequate practice prior to undertaking this
assessment.
Assessment
Methods
Written Assessment (J) Assessment 1
(Written Questions)
Project (C)
Assessment 2.1; 2.3
(Team Performance Plan
Project)
Observation (H)
Completed: ?
Trainer/Assessor Name: ____________________
Trainer/Assessor Signature: _________________
Assessment 2.2
(Team Effectiveness selfobservations)
Last Modification Date May 2021
RTO No: 21870
CRICOS Provider Code: 02992E
ABN: 39 122 778 563
Student Copy
RTO No: 21870
CRICOS Provider Code: 02992E
ABN: 39 122 778 563
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Unit Summary
This unit describes the skills and knowledge required to lead teams in the workplace and to
actively engage with the management of the organisation.
The unit applies to individuals working at a managerial level who lead and build a positive
culture within their work teams. At this level, work will normally be carried out using complex
and diverse methods and procedures requiring the exercise of considerable discretion and
judgement. It will also involve using a range of problem solving and decision-making
strategies.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time
of publication.
Prerequisite Units
There are no recommended pre-requisite units for this competency.
Co-requisite Units
There are no recommended co-requisite units for this competency.
Resources
Resources: Student Learner Guide, PowerPoint presentation, Sample Policies and Procedures
and documents, Office equipment and resources, computer facilities with internet, including
the “Student Resource Folder”, accessible for every student via Rhodes College intranet.
Information on Dr. Bruce W. Tuckman can be found at the following website:

Information on work health and safety can be found at Safe Work Australia:
http://www.safeworkaustralia.gov.au/sites/SWA
Information on Australian discrimination laws can be found at the Australian Human Rights
Commission website:
https://www.humanrights.gov.au/employers/good-practice-good-business-factsheets/quick-guideaustralian-discrimination-laws
• Age Discrimination Act 2004
• Australian Human Rights Commission Act 1986
• Disability Discrimination Act 1992
• Racial Discrimination Act 1975
• Sex Discrimination Act 1984
• Acas. (n.d.). Dealing with a problem raised by an employee, viewed 2020 April 28,
from https://www.acas.org.uk/dealing-with-a-problem-raised-by-an-employee
• Bowen, R. (n.d.). Ways to keep project stakeholders informed, viewed 2020 April 27,
from https://www.brighthubpm.com/monitoring-projects/52884-keeping-project-stakeholdersin-the-loop/
• Campbell, S. (2017). 10 simple ways to build a collaborative, successful work
RTO No: 21870
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environment, viewed 2020 April 27, from https://www.entrepreneur.com/article/302126
• Developing a performance plan. (2019, February). Act.Gov.Au.
https://www.cmtedd.act.gov.au/
Note: Students, currently employed, are encouraged to bring their current employer’s policies and procedures and or
relevant documents (with their employer’s permission) to use in their course work. This material must be reviewed prior to
use by the Institute’s Trainer/Assessor. For students who are unable to bring adequate policies and procedures, the Institute
will provide a practice set of documents.
RTO No: 21870
CRICOS Provider Code: 02992E
ABN: 39 122 778 563
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ASSESSMENT 1 – WRITTEN ASSESSMENT
Student Name: ______________________________________________________________
Student ID No: ______________________________________________________________
Student Instructions:
1. Your answers should be on a separate document using word processing software such
as MS Word & or other software (hand written submissions are only acceptable with prior
approval from your Trainer)
2. Your document should be professionally formatted and include
a. Your Name
b. Your Student ID
c. Unit Code
d. Assessment Number (i.e. BSBTWK502 Assessment 1)
3. Please reference to each question number and retype each question with your answers
4. You must answer every question and provide enough information to demonstrate sufficient
understanding of what has been asked to achieve competency. Please ask your
Trainer/Assessor if you are unsure what is sufficient detail for an answer
5. Ask your trainer/assessor if you do not understand a question. Whist your
trainer/assessor cannot tell you the answer, he/she may be able to re-word the question for you
or provide further assistance based on the Institute’s “Reasonable Adjustment Policy”
6. Answers should be your own work, in your own words and not plagiarised, nor copied.
However, if an answer is cut & pasted (such as a definition), then the source should be
referenced
Questions
1 Identify at least two effects of group dynamics on team performance
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2 Describe at least THREE (3) ways you can determine what a team aims to achieve.
3
For each of the following types of teams, describe what each means and how they are
typically structured.
Functional
Cross Functional
Project
Virtual
Self Directed
4 Outline and describe the FIVE (5) stages of team/group development.
Stage 1:
Stage 2:
Stage 3:
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Stage 4:
Stage 5:
5
Explain the concept of Group Dynamics and Outline some of the key characteristics of
Group Dynamics.
6
Outline at least TWO (2) ways that group dynamics can both support as well as hinder a
team’s performance.
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7
Outline what needs to be considered when communicating responsibilities from
management to teams.
8
Describe the reasons why team cohesion is so important and describe some activities
and / or rewards that could be arranged to facilitate positive team cohesion.
9 Why is it important to ensure that roles and expectations in a team are clarified?
10
List at least FIVE (5) examples of performance problems that can occur in the
workplace.
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11
Outline the THREE (3) main methods that can be used to identify and resolve work
performance issues.
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12
Outline the meaning of constructive feedback. Why is it important to receive both
POSITIVE and NEGATIVE feedback?
13
Explain the methods that can be used to encourage, value and reward individual and
team efforts?
14
Outline at least FOUR (4) processes that can be used to ensure that concerns and
problems identified by team members are recognised and acknowledged.
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15
Explain the main purpose of problem analysis and Outline the FIVE (5) steps involved
in the problem analysis process.
16
List and describe at least FIVE (5) techniques that can be used to motivate the work
team.
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17 What is mutual accountability and why is it important?
18
How can a manager help support the team in identifying and resolving work
performance problems?
19 How does a team leader ensure they are a role model for others in the team?
20 How can you ensure that you effectively engage management?
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21
List at least FIVE (5) typical issues and/or problems that can be experienced and can be
a potential cause of conflict in the workplace.
22 Explain the meaning of an open communication process and methods that can be used
for effective delivery of information to stakeholders
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Assessor Use Only
Attempt 1: Assessor Comments
? Satisfactory (S) ? Not Satisfactory (NS)
Assessor Signature: __________________________ Date: __________________
Attempt 2: Assessor Comments
? Satisfactory (S) ? Not Satisfactory (NS)
Assessor Signature: _________________________ Date: __________________
Attempt 3: Assessor Comments
? Satisfactory (S) ? Not Satisfactory (NS)
Assessor Signature: _________________________ Date: _____________________
RTO No: 21870
CRICOS Provider Code: 02992E
ABN: 39 122 778 563
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ASSESSMENT 2 – PROJECT – STUDENT INFORMATION
This information is to be handed to each student to outline the assessment requirements
You will be required to undertake THREE (3) Assessment tasks in order to successfully complete
this Assessment. This Project Assessment will require you to demonstrate evidence of your ability
to:
? Manage the effectiveness of at least one work team.
during the above, the candidate must:
? Provide feedback to encourage, value and reward others
? Model desired behaviour and practices
? Encourage and foster shared understanding of purpose, roles and responsibilities
? Support team to meet expected performance outcomes including providing formal and
informal learning opportunities as needed
? Develop performance plans with key performance indicators (kpis), outputs and goals for
individuals or the team which incorporate input from stakeholders
? Communicate effectively with a range of stakeholders about team performance plans and
team performance
? Evaluate and take necessary corrective action regarding unresolved issues, concerns and
problems raised by internal or external stakeholders.
In order to complete this assessment project, you are required to work in groups of ideally FOUR
(4) students. Each student should assume a role within their project group in order to satisfy the
requirements of this assessment.
This Assessment Project is to be based on the scenario listed in Appendix One. The specific
workplace can be your current workplace or an alternative as agreed by your team.
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ASSESSMENT TASK ONE: Team Performance Project Plan
In order to become an effective and efficient team, it is important that you can establish a clear
operating framework that will facilitate team cohesion and positive work outcomes.
Referring to the Scenario in Appendix One, you and your fellow colleagues are required to
develop a Team Performance Project Plan.
The Team Performance Project Plan should clearly outline the following:
• Based on the scenario supplied, specify the context of your team’s existence (the why)
• A Profile of each of the team members
• Outline of the Teams Purpose
• A set of policies, procedures, and processes for the team that covers:
o Roles and responsibilities for each team member’s work role
o Expected team behaviors and standards (Codes of Practice)
o Methods of communication
o Profile of expected individual team member behaviors
o How the team will recognise and address any work performance issues, concerns,
and/or problems
o The input that each team member will have regarding planning, decision making,
and operations for the work team
o Proposed feedback system (method) to encourage, value and reward both
individuals as well as team efforts and contributions
o A conflict resolution and action process is to be followed by each team member in
the case of any unresolved issues, concerns, or problems
• A Performance Appraisal template for each team member which includes an allowance for
the following:
o At least 3 goals/outputs (Key Performance Indicators – KPIs)
o At least ONE (1) Formal and ONE (1) informal learning opportunity for each team
member
• Recommendations for each team member of at least ONE (1) formal and ONE (1) informal
learning opportunity to support both the individual as well as the team’s expected
performance outcomes
You must include a copy of the Team Performance Project Plan you have developed with your
team with your final Assessment submission and ensure every element outlined is incorporated
into the plan.
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ASSESSMENT TASK TWO: Team Effectiveness Self-Observations (Sessions 1-4)
This Assessment task will require you to document your project team’s progress in developing
strategies to build and maintain its effectiveness. This will be completed over the course of a
minimum of THREE (3) Sessions where you and your team you will be meeting to develop a Team
Performance Project Plan.
Each of the Session meetings conducted will require you and your team to complete the
corresponding Team Effectiveness Observation Checklist enclosed with this Assessment.
At the conclusion of the final session, you should have completed the Observation Checklist for
each session and include this with your final submission.
ASSESSMENT TASK THREE: Team Effectiveness Feedback
This assessment task requires you to present your team performance plan presentation and obtain
feedback from stakeholders (assessor), using the Third-Party Feedback Form in Appendix Two.
• This feedback is to be obtained by each team member in order to establish the
effectiveness of the team’s performance.
• Each observation should report in relation to the team’s cohesion, teamwork, and
communication as the teamwork through the development of the Team Performance
Project Plan.
• You will therefore need to collect and submit a minimum of THREE (3) Third-Party
Feedback Forms – i.e ONE (1) Form for each student.
• Presentation can be PowerPoint presentation
DOCUMENTATION TO BE SUBMITTED to complete this Assessment:
• Team Performance Project Plan including:
• Written Project Plan
• Copies of all communication between team members (e.g., emails, minutes of
meetings)
• Team Effectiveness Session Observations record
• A Third-Party Feedback Form per student submission
Your submission should be prepared using business software such as MSWord, Excel,
Power Point or similar software, with hard copies provided to your Assessor. (Handwritten
submissions are only acceptable with prior approval from your Trainer).
Your documents should be professionally formatted and include:
a. Your Name
b. Your Student ID
c. Unit Code
d. Assessment Number (i.e., BSBTWK502 Assessment 2)
Resources: Refer to the Resources section on Page 2.
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ABN: 39 122 778 563
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ASSESSMENT 2.2 – TEAM EFFECTIVENESS SELF OBSERVATIONS
This checklist is to be used when students are undertaking the Team Performance Project plan.
It is to be completed by each student as part of the self-assessment of their effectiveness as a team.
Students to complete below as part of the submission
Student Name:
Student ID No:
Team Name:
Team Members:
ESTABLISH AND DEVELOP A TEAM PERFORMANCE PROJECT PLAN
SESSION NO: 1 2 3 4
Feedback Date/Time
Indicate task completion
(in each session) by ticking
the appropriate box using
the Yes / No / N/A criteria
once a required element
has been achieved
? Yes
? No
? N/A
? Yes
? No
? N/A
? Yes
? No
? N/A
? Yes
? No
? N/A
Team Context
Team Members Profiles
Teams Purpose
Policies, Procedures and Processes that include:
Roles and responsibilities
for each team member’s
work role
Expected team behaviours
and standards
(Codes of Practice)
Methods of communication
Profile of expected
individual team member
behaviours
Recognition of how to
address any work
performance issues,
RTO No: 21870
CRICOS Provider Code: 02992E
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concerns and/or problems
Input of each team
member regarding
planning, decision making
and operations for the
work team
Proposed feedback system
(method) to encourage,
value and reward both
individual as well as team
efforts and contributions
Conflict resolution and
action process to be
followed by each team
member in the case of any
unresolved issues,
concerns or problems
A Performance Appraisal template for each team member which includes an
allowance for:
At least 3 goals/outputs
(Key Performance
Indicators – KPI’s)
At least ONE (1) Formal
and ONE (1) informal
learning opportunity for
each team member
Any other relevant
elements determined as
required by the team
A Performance Appraisal (using the template created) for each team member that
includes:
At least ONE (1) KPI for
the project
Learning opportunity
recommendations for each
team member to support
both the individual as well
as the teams expected
performance outcomes
ONE (1) formal learning
opportunity
_____________________
_____________________
ONE (1) informal learning
opportunity
_____________________
_____________________
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CRICOS Provider Code: 02992E
ABN: 39 122 778 563
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Assessor Use Only
Attempt 1: Assessor Comments
? Satisfactory (S) ? Not Satisfactory (NS)
Assessor Signature: __________________________ Date: __________________
Attempt 2: Assessor Comments
? Satisfactory (S) ? Not Satisfactory (NS)
Assessor Signature: ________________________ Date: __________________
Attempt 3: Assessor Comments
? Satisfactory (S) ? Not Satisfactory (NS)
Assessor Signature: _________________________ Date: __________________
RTO No: 21870
CRICOS Provider Code: 02992E
ABN: 39 122 778 563
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ASSESSMENT 2 – ASSESSOR CHECKLIST
This checklist is to be used when assessing the students in this task. The checklist is to be completed for each
student. Please refer to separate mapping document for specific details relating to alignment of this task to the unit
requirements.
Each task on this checklist must be found Satisfactory, to mark the assessment outcome as “Satisfactory”.
Please complete below
Student Name:
Student ID No:
In completing this Assessment Project did the
student:
Attempt 1:
___________
(Date)
Satisfactory
Attempt 2:
__________
(Date)
Satisfactory
Attempt 3:
__________
(Date)
Satisfactory
Develop a Team Performance Project Plan which
clearly outlined the following:
• Outline of the Teams Purpose
• A Performance Appraisal template for each
team member which includes an allowance
for the following:
o At least 3 goals/outputs (Key
Performance Indicators – KPI’s)
o At least ONE (1) Formal and ONE (1)
informal learning opportunity for each
team member
• Recommendations for each team member of
at least ONE (1) formal and ONE (1) informal
learning opportunity to support both the
individual as well as the teams expected
performance outcomes
? Yes ? No
? Yes ? No
? Yes ? No
? Yes ? No
? Yes ? No
? Yes ? No
? Yes ? No
? Yes ? No
? Yes ? No
? Yes ? No
? Yes ? No
? Yes ? No
Based on the scenario supplied, specify the context
of your team’s existence (the why) ? Yes ? No ? Yes ? No ? Yes ? No
A Profile of each of the team members ? Yes ? No ? Yes ? No ? Yes ? No
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A set of policies, procedures and processes for the
team that covers:
– Roles and responsibilities for each team
member’s work role
– Expected team behaviours and standards
(Codes of Practice)
– Methods of communication
– Profile of expected individual team member
behaviours
– How the team will recognise and address any
work performance issues, concerns and/or
problems
– The input that each team member will have
regarding planning, decision making and
operations for the work team
– Proposed feedback system (method) to
encourage, value and reward both individual
as well as team efforts and contributions
– A conflict resolution and action process
which is to be followed by each team
member in the case of any unresolved
issues, concerns or problems
? Yes ? No
? Yes ? No
? Yes ? No
? Yes ? No
? Yes ? No
? Yes ? No
? Yes ? No
? Yes ? No
? Yes ? No
? Yes ? No
? Yes ? No
? Yes ? No
? Yes ? No
? Yes ? No
? Yes ? No
? Yes ? No
? Yes ? No
? Yes ? No
? Yes ? No
? Yes ? No
? Yes ? No
? Yes ? No
? Yes ? No
? Yes ? No
? Yes ? No
? Yes ? No
? Yes ? No
A Performance Appraisal template which includes an
allowance for the following:
– At least 3 goals/outputs (Key Performance
Indicators – KPI’s)
– At least ONE (1) Formal and ONE (1)
informal learning opportunity for each team
member
? Yes ? No
? Yes ? No
? Yes ? No
? Yes ? No
? Yes ? No
? Yes ? No
? Yes ? No
? Yes ? No
? Yes ? No
A Performance Appraisal (using the template
created) for each team member which includes an
allowance for the following:
– At least 1 goal/output (Key Performance
Indicators – KPI’s)
– At least ONE (1) Formal and ONE (1)
informal learning opportunity for each team
member
? Yes ? No
? Yes ? No
? Yes ? No
? Yes ? No
? Yes ? No
? Yes ? No
? Yes ? No
? Yes ? No
? Yes ? No
Document the project team’s progress in developing
strategies to build and maintain its effectiveness ? Yes ? No ? Yes ? No ? Yes ? No
1. Completed the Team Effectiveness
Observation Checklist for each session
2. Minutes of Meeting (Task 2.2)
? Yes ? No ? Yes ? No ? Yes ? No
1. PowerPoint presentation
2. Third-party feedback Form (Task 2.3) ? Yes ? No ? Yes ? No ? Yes ? No
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Assessor Use Only
Attempt 1: Assessor Comments
? Satisfactory (S) ? Not Satisfactory (NS)
Assessor Signature: __________________________ Date: __________________
Attempt 2: Assessor Comments
? Satisfactory (S) ? Not Satisfactory (NS)
Assessor Signature: __________________________ Date: __________________
Attempt 3: Assessor Comments
? Satisfactory (S) ? Not Satisfactory (NS)
Assessor Signature: __________________________ Date: __________________
RTO No: 21870
CRICOS Provider Code: 02992E
ABN: 39 122 778 563
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APPENDIX ONE – SCENARIO
You are currently employed with the Melbourne division of a large corporate organisation
which is about to undergo a major re-branding project.
You have just been advised by your manager via email that you will been seconded along with two
other colleagues to form part of one of the teams within the re-branding project
A Project Manager has been appointed and you are about to attend your first project briefing where
you will be meeting the Project Manager and the other project team members for the first time.
SETTING THE SCENE
Sam, Bailey and Ashley had never met. Though they had vague memories of passing each other
in the hallways and lunchroom scattered around their Southbank office, they had never been
formally introduced – the building was simply too big for everyone to know each other.
Waiting in the room for the project manager to arrive, they started chatting between themselves, as
they waited and watched the other new people arrive. As more people arrived, Sam commented on
the positive energy in the room and noted that everyone appeared excited, animated and were
readily discussing what little they knew about the pending project with their new neighbours.
The Project Manager finally arrived and got the meeting underway. After formally welcoming
everyone and introducing several other senior personnel to the group and outlining their role in the
project, got everyone else to stand up and introduce themselves in turn to the group.
As Sam, Bailey and Ashley introduced themselves it was apparent that the group was drawn from
across the whole business, including representatives from finance, marketing, customer service,
sales, IT, human resources and logistics. As the kick-off meeting progressed, the Project Manager
walked everyone through the project, starting with the background and rationale driving the need
for the project, moving on then through the objectives, key stakeholders and expected deliverables
and timeframes.
As more and more details about the companies re-branding project were revealed, Ashley (among
others) began to groan under the weight of all the detail that was being outlined. The project
sounded huge and interwoven across the whole organisation, with many operational aspects and
issues Ashley couldn’t even begin to understand. Ashley’s expertise was across the marketing
function and so had absolutely no interest in what finance or IT did, preferring to be left alone to get
on with the tasks that needed to be completed in that department.
Ashley had only just tuned back into the meeting to hear that Sam and Bailey would be part of the
same team along with Jamie from Finance and that they would all be working closely for the next 3
months. This time everyone heard Ashley groan. Halfway through the meeting, the Project
Manager called a 10-minute break and started to pick up on the increasing number of groans and
eye rolls from the group, which was a worrying sign this early on.
The initial enthusiasm of the group seemed to be rapidly diminishing and they were starting to look
worried and irritated, with many starting to look at their watches constantly as though they had
other work they would have preferred to be doing at this time. During the break the Project
Manager has become increasingly perplexed with what exactly was going on. The meeting was
quickly re-convened and the remaining agenda items reviewed in the hope there would still be an
audience when the meeting was finished. After all, this project did not need was a bunch of siloed
individuals with an attitude problem from day one.
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APPENDIX TWO – THIRD PARTY FEEDBACK FORM
Session Number Observer Name:
Session Date: Team Members:
Session Time:
During the presentation of the Team Performance Plan:
Which of the following observable behaviors that
contributes to a team’s effectiveness did the
learner demonstrate during the session:
• Open Communication
• Active Participation
• Contributions to team discussions
• Supportive of other team members
• Considered opinions of other team
members
• Took responsibility for team activities
• Gained consensus amongst team members
Feedback
Which of the following observable behaviours that
build a positive culture within their work team did
the learner demonstrate during the session:
• Role Modelling
• Coaching
• Mentoring
Feedback
Outline the observable behaviours demonstrated
by the Learner that contributed to:
• Facilitating Team cohesion
• Facilitating Teamwork
• Liaising with stakeholders
• Establishing open communication
• Maintaining open communication
Feedback
Any other feedback/comments regarding observed behaviours
Team member/observer’s name: Signature: Date:
Candidate’s Name: Signature: Date:


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