Course Title: Lead and manage team effectiveness
Part B: Course Detail
Teaching Period: Term1 2018
Course Code: EMPL7072C
Course Title: Lead and manage team effectiveness
School: 650T Vocational Business Education
Campus: City Campus
Program: C5338 - Diploma of Leadership and Management
Course Contact: Sylvia Baroutis
Course Contact Phone: +61 3 9925 5469
Course Contact Email: firstname.lastname@example.org
Name and Contact Details of All Other Relevant Staff
Nominal Hours: 60
Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.
Pre-requisites and Co-requisites
This unit describes the skills and knowledge required to lead teams in the workplace and to actively engage with the management of the organisation.
It applies to individuals working at a managerial level who facilitate work teams 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, using a range of problem solving and decision making strategies.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title:
BSBWOR502 Lead and manage team effectiveness
1. Establish team performance plan
1.1 Consult team members to establish a common understanding of team purpose, roles, responsibilities and accountabilities in accordance with organisational goals, plans and objectives
2. Develop and facilitate team cohesion
2.1 Develop strategies to ensure team members have input into planning, decision making and operational aspects of work team
3. Facilitate teamwork
3.1 Encourage team members and individuals to participate in and to take responsibility for team activities, including communication processes
4. Liaise with stakeholders
4.1 Establish and maintain open communication processes with all stakeholders
Details of Learning Activities
A range of learning activities are planned for this course including self-paced and collaborative classroom based activities.
The self-paced activities will be delivered through various technology platforms and may include your contribution to wikis and discussion threads, reflective journals, quizzes and interactive sessions.
The collaborative classroom based activities will include group discussion, group problem solving activities and opportunities to practise your skills in a simulated/real workplace environment.
We expect you to participate and contribute in all scheduled learning activities.
This course is clustered with EMPL7072C Lead and manage team effectiveness in delivery and assessments.
|Week||Topic||Cole's text, 6e|
9. 9 Apr
Course outline and assessments
Canvas resources and textbook
Team performance plan
Job purpose statements
Team purpose statements
Key result areas
Assessment 1: Part (a) preparation
Task and process issues
Overlapping team needs
Tuckman's group development
Role of a team leader
How to motivate the team
Ch 11 text pp 323-327
See Ch 13 if ppts don't specify source
10. 16 April
Degrees of involving your team
Tps for involving team members
Group dynamics - team cohesion and groupthink
Analyse a problem using Cause-and-effect model
Types of feedback
The informal organisation and Caring for customers
Influences on group dynamics
Power and influence
Meeting internal customers' needs
Identify the needs of your departmental/team members
Tips for better communication
Assessment 1(a) preparation and consultation
Ch 18 ppts
Ch 4 ppts
11. 23 April
Recruiting and inducting employees - Ch 25
How to best match a person with the job role
The operating environment - Ch 2
Effective workplace relationships - Ch 8
Establish and sustain professional networks
What is the purpose of networking?
Build people's confidence and trust
Turning conflicts into agreements
Leading versus managing
Consultation on Assessment 1(a) and (b)
12. 30 April
Maslow's hierarchy of needs
McClelland and Atkinson's needs theory
Building productive work teams
Stages in team development
How to identify conflict
Common responses to conflict
4-steps model for teaching agreement
Consultation on Assessment 1 (a), (b) and (c).
Ch 10 ppts
Ch 13 ppts
13. 7 May
Strategies to lead successful teams
Strategies to support your team and for team leader to support you
Consultation on Assessment 1(a), (b) and (c)
Ch 14 ppts
14. 14 May
|Continue with consultation and assessment preparation in class||Assessment 1(a), (b) and (c) due|
15. 21 May
Course review and assessment feedback
16. 28 May
|Resubmissions as appropriate|
Cole K, Management theory and practice 6e, 2016 Cengage Learning Australia Pty Limited
RMIT Learning Lab
Overview of Assessment
In order to achieve competency in this unit, you must provide:
Evidence of the ability to:
- use leadership techniques and strategies to facilitate team cohesion and work outcomes including:
- encouraging and fostering shared understanding of purpose, roles and responsibilities
- identifying and resolving problems
- providing feedback to encourage, value and reward others
- modelling desired behaviour and practices
- develop policies and procedures to ensure team members take responsibility for own work and assist others to undertake required roles and responsibilities
- establish processes to address issues and resolve performance issues
- 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
- facilitate two-way flow of information between team and management relevant to team performance
- evaluate and take necessary corrective action regarding unresolved issues, concerns and problems raised by internal or external stakeholders.
To complete the unit requirements safely and effectively, you must:
- explain how group dynamics can support or hinder team performance
- outline strategies that can support team cohesion, participation and performance
- explain strategies for gaining consensus
- explain issue resolution strategies.
Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the industry capability - workplace effectiveness field of work and include access to:
- workplace documents
- case studies and, where possible, real situations
- office equipment and resources
- interaction with others.
Feedback will be provided throughout the semester in class and/or online discussions. You are encouraged to ask and answer questions during class time and online sessions so that you can obtain feedback on your understanding of the concepts and issues being discussed. Finally, you can email or arrange an appointment with your teacher to gain more feedback on your progress.
You should take note of all feedback received and use this information to improve your learning outcomes and final performance in the course.
Task - Develop and implement a Team Performance Plan (TPP) due Week 14 (date and time to be negotiated with the teacher)
Summary and purpose of assessment
There are three parts in the task that you need to complete satisfactorily, in order to be deemed competent for these units. They are:-
Develop a team performance plan
Develop implementation strategies for the team performance plan
Analyse a workplace situation where you have had to manage conflict and/or poor work performance.
Full details and marking criteria are available in the Assessment document on Canvas.
Submission to Canvas in Week 14
Late Submission Procedures
You are required to submit assessment items and/or ensure performance based assessment is completed by the due dates.
If you are prevented from submitting an assessment item on time, by circumstances outside your control, you may apply in advance to your teacher for an extension to the due date of up to seven calendar days.
More Information: http://www.rmit.edu.au/students/assessment/extension
Form to use: http://mams.rmit.edu.au/seca86tti4g4z.pdf
Where an extension of greater than seven days is needed, you must apply for special consideration. Applications for special consideration must be submitted no later than two working days after the assessment task deadline or scheduled examination.
More Information: http://www.rmit.edu.au/browse;ID=g43abm17hc9w
Form to use: http://mams.rmit.edu.au/8a5dgcaqvaes1.pdf
Re-submissions (VET Programs):
If you are found to be unsuccessful in a particular Course Assessment Task (or you do not submit/attend) you will be allowed one re-submission. Your teacher will provide feedback regarding what you need to do to improve and will set a new deadline for the re-submission.
If you are still not meeting the assessment requirements you must apply to your Program Manager in writing outlining the steps you will take to demonstrate competence in your course. Your submission will be considered by the Program Team and you will be advised of the outcome as soon as possible.
Grading and re-submission
Re-submissions do not contribute to your overall grade for the course.
Adjustments to Assessment
In certain circumstances students may be eligible for an assessment adjustment. For more information about the circumstances under which the assessment arrangements might be granted please access the following website:
More Information: http://rmit.edu.au/browse;ID=7usdbki1fjf31
• Ensure that you submit assessments on or before the due date. If your performance in the assessment is affected by unexpected circumstances, you should consider applying for Special Consideration. Information on the process and application form is available myRMIT and links in Student Diary.
• Always retain a copy of your assessment tasks (hard copy and soft copy)
• When you submit work for assessment at RMIT University you need to use a cover sheet that includes a declaration and statement of authorship. You must complete, sign and submit a cover sheet with all work you submit for assessment, whether individual or group work. On the cover sheet you declare that the work you are presenting for assessment is your own work. An assignment cover sheet for submission of work for assessment is available on blackboard.
• Each page of your assessment should include footer with your name, student number, the title of the assessment, unit code and title and page number
Marking Guide (competency):
Vocational Education and Training (VET) is based on current industry needs and the focus on preparing you for the workplace. Because VET courses are informed by practical application of knowledge and skills, they are based on a system known as ‘competency based training’ (CBT). So when you are assessed in VET it is about whether you are competent to do the job, as well as having a firm grasp on the knowledge and skills required to do that job, as opposed to traditional curriculum based education settings that are often based on knowledge retention.
You need to demonstrate you are competent in each element of the unit of competency you are studying. You will receive feedback on each assessment task that will inform you whether you are competent or not and how well you are performing. Once competent in all elements of the unit you pass that unit of competency.
Marking Guide (Grading)
After achieving competency we then grade your performance in the unit; this gives you the opportunity to have the level of your performance formally recognised against industry standards and employability skills.
Final Grades Table:
CHD Competent with High Distinction
CDI Competent with Distinction
CC Competent with Credit
CAG Competency Achieved – Graded
Course Overview: Access Course Overview