BSBWOR502( Lead and mange team effectiveness)
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BSBWOR502 Lead and manage
team effectiveness
Learner Guide
Contextualised from John N Baily 2010
Learner Guide Created Date: Dec 2012 Revised Date: January 2016
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BSBWOR502 – Lead and manage team effectiveness
Author: John Bailey
Copyright
Text copyright © 2009, 2010 by John N Bailey.
Illustration, layout and design copyright © 2009, 2010 by John N Bailey.
Under Australia’s Copyright Act 1968 (the Act), except for any fair dealing for the purposes of study, research, criticism or review, no part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means without prior written permission from John N Bailey. All inquiries should be directed in the first instance to the publisher at the address below.
Copying for Education Purposes
The Act allows a maximum of one chapter or 10% of this book, whichever is the greater, to be copied by an education institution for its educational purposes provided that that educational institution (or the body that administers it) has given a remuneration notice to JNB Publications.
Disclaimer
All reasonable efforts have been made to ensure the quality and accuracy of this publication. JNB Publications assumes no responsibility for any errors or omissions and no warranties are made with regard to this publication. Neither JNB Publications nor any authorized distributors shall be held responsible for any direct, incidental or consequential damages resulting from the use of this publication.
Published in Australia by:
JNB Publications
PO Box, 268,
Macarthur Square NSW 2560 Australia.
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BSBWOR502 – Lead and manage team effectiveness
Contents
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. 10
1.2 Develop performance plans to establish expected outcomes, outputs, key performance indicators and goals for work team. ..................................................................................................... 14
1.3 Support team members in meeting expected performance outcomes .................................... 17
2.1 Develop strategies to ensure team members have input into planning, decision making and operational aspects of work team. ....................................................................................................... 20
2.2 Develop policies and procedures to ensure team members take responsibility for own work and assist others to undertake required roles and responsibilities. ........................................................... 26
2.3 Provide feedback to team members to encourage, value and reward individual and team efforts and contributions. ...................................................................................................................... 29
2.4 Develop processes to ensure that issues, concerns and problems identified by team members are recognised and addressed ............................................................................................ 32
3.1 Encourage team members and individuals to participate in and to take responsibility for team activities, including communication processes. ................................................................................... 37
3.2 Support the team in identifying and resolving work performance problems ............................ 40
3.3 Ensure own contribution to work team serves as a role model for others and enhances the organisation’s image for all stakeholders ............................................................................................ 44
4.1 Establish and maintain open communication processes with all stakeholders. ...................... 49
4.2 Communicate information from line manager/ management to the team ................................ 54
4.3 Communicate unresolved issues, concerns and problems raised by team members and follow-up with line manager/ management and other relevant stakeholders ...................................................... 61
4.4 Evaluate and take necessary corrective action regarding unresolved issues, concerns and problems raised by internal or external stakeholders. ......................................................................... 63
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BSBWOR502 - Lead and manage team effectiveness
Description:
This unit describes the performance outcomes, skills and knowledge required to facilitate all aspects of teamwork within the organisation. It involves taking a leadership role in the development of team plans, leading and facilitating teamwork and actively engaging with the management of the organisation. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
Employability Skills:
This unit contains employability skills.
Application of Unit:
This unit applies to managers and addresses the need for managers to facilitate work teams and to build a positive culture within work teams. The unit takes a systematic and planned approach to developing teams. It includes the soft skills as well as more structured approaches to the management of teams.
At this level, work will normally be carried out within complex and diverse methods and procedures which require the exercise of considerable discretion and judgement, using a range of problem solving and decision making strategies
Introduction
As a worker, a trainee or a future worker you want to enjoy your work and become known as a valuable team member. This unit of competency will help you acquire the knowledge and skills to work effectively as an individual and in groups. It will give you the basis to contribute to the goals of the organization which employs you.
It is essential that you begin your training by becoming familiar with the industry standards to which organizations must conform.
This unit of competency introduces you to some of the key issues and responsibilities of workers and organizations in this area. The unit also provides you with opportunities to develop the competencies necessary for employees to operate as team members.
This Learning Guide covers:
• Establish team performance plan.
• Develop and facilitate team cohesion.
• Facilitate teamwork.
• Liaise with stakeholders.
Learning Program
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As you progress through this unit you will develop skills in locating and understanding an organizations policies and procedures. You will build up a sound knowledge of the industry standards within which organizations must operate. You should also become more aware of the effect that your own skills in dealing with people has on your success, or otherwise, in the workplace.
Knowledge of your skills and capabilities will help you make informed choices about your further study and career options.
Additional Learning Support
To obtain additional support you may:
• Search for other resources in the Learning Resource Centres of your learning institution. You may find books, journals, videos and other materials which provide extra information for topics in this unit.
• Search in your local library. Most libraries keep information about government departments and other organizations, services and programs.
• Contact information services such as Infolink, Equal Opportunity Commission, and Commissioner of Workplace Agreements. Union organizations, and public relations and information services provided by various government departments. Many of these services are listed in the telephone directory.
• Contact your local shire or council office. Many councils have a community development or welfare officer as well as an information and referral service.
• Contact the relevant facilitator by telephone, mail or facsimile.
Facilitation
Your training organization will provide you with a flexible learning facilitator. Your facilitator will play an active role in supporting your learning, will make regular contact with you and if you have face to face access, should arrange to see you at least once. After you have enrolled your facilitator will contact you by telephone or letter as soon as possible to let you know:
• How and when to make contact
• What you need to do to complete this unit of study
• What support will be provided.
Here are some of the things your facilitator can do to make your study easier.
• Give you a clear visual timetable of events for the semester or term in which you are enrolled, including any deadlines for assessments.
• Check that you know how to access library facilities and services.
• Conduct small ‘interest groups’ for some of the topics.
• Use ‘action sheets’ and website updates to remind you about tasks you need to complete.
• Set up a ‘chat line”. If you have access to telephone conferencing or video conferencing, your facilitator can use these for specific topics or discussion sessions.
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• Circulate a newsletter to keep you informed of events, topics and resources of interest to you.
• Keep in touch with you by telephone or email during your studies.
Flexible Learning
Studying to become a competent worker and learning about current issues in this area, is an interesting and exciting thing to do. You will establish relationships with other candidates, fellow workers and clients. You will also learn about your own ideas, attitudes and values. You will also have fun – most of the time.
At other times, study can seem overwhelming and impossibly demanding, particularly when you have an assignment to do and you aren’t sure how to tackle it…..and your family and friends want you to spend time with them……and a movie you want to watch is on television….and…. Sometimes being a candidate can be hard.
Here are some ideas to help you through the hard times. To study effectively, you need space, resources and time.
Space
Try to set up a place at home or at work where:
• You can keep your study materials
• You can be reasonably quiet and free from interruptions, and
• You can be reasonably comfortable, with good lighting, seating and a flat surface for writing.
If it is impossible for you to set up a study space, perhaps you could use your local library. You will not be able to store your study materials there, but you will have quiet, a desk and chair, and easy access to the other facilities.
Study Resources
The most basic resources you will need are:
• a chair
• a desk or table
• a reading lamp or good light
• a folder or file to keep your notes and study materials together
• materials to record information (pen and paper or notebooks, or a computer and printer)
• reference materials, including a dictionary
Do not forget that other people can be valuable study resources. Your fellow workers, work supervisor, other candidates, your flexible learning facilitator, your local librarian, and workers in this area can also help you.
Time
It is important to plan your study time. Work out a time that suits you and plan around it. Most people find that studying in short, concentrated blocks
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of time (an hour or two) at regular intervals (daily, every second day, once a week) is more effective than trying to cram a lot of learning into a whole day. You need time to “digest” the information in one section before you move on to the next, and everyone needs regular breaks from study to avoid overload. Be realistic in allocating time for study. Look at what is required for the unit and look at your other commitments.
Make up a study timetable and stick to it. Build in “deadlines” and set yourself goals for completing study tasks. Allow time for reading and completing activities. Remember that it is the quality of the time you spend studying rather than the quantity that is important.
Study Strategies
Different people have different learning ‘styles’. Some people learn best by listening or repeating things out loud. Some learn best by doing, some by reading and making notes. Assess your own learning style, and try to identify any barriers to learning which might affect you. Are you easily distracted? Are you afraid you will fail? Are you taking study too seriously? Not seriously enough? Do you have supportive friends and family? Here are some ideas for effective study strategies.
Make notes. This often helps you to remember new or unfamiliar information. Do not worry about spelling or neatness, as long as you can read your own notes. Keep your notes with the rest of your study materials and add to them as you go. Use pictures and diagrams if this helps.
Underline key words when you are reading the materials in this learning guide. (Do not underline things in other people’s books). This also helps you to remember important points.
Talk to other people (fellow workers, fellow candidates, friends, family, your facilitator) about what you are learning. As well as helping you to clarify and understand new ideas, talking also gives you a chance to find out extra information and to get fresh ideas and different points of view.
Using this learning guide:
A learning guide is just that, a guide to help you learn. A learning guide is not a text book. Your learning guide will
• describe the skills you need to demonstrate to achieve competency for this unit
• provide information and knowledge to help you develop your skills
• provide you with structured learning activities to help you absorb the knowledge and information and practice your skills
• direct you to other sources of additional knowledge and information about topics for this unit.
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The Icon Key
Key Points
Explains the actions taken by a competent person.
Example
Illustrates the concept or competency by providing examples.
Chart
Provides images that represent data symbolically. They are used to present complex information and numerical data in a simple, compact format.
Intended Outcomes or Objectives
Statements of intended outcomes or objectives are descriptions of the work that will be done.
Assessment
Strategies with which information will be collected in order to validate each intended outcome or objective.
How to get the most out of your learning guide
1. Read through the information in the learning guide carefully. Make sure you understand the material.
Some sections are quite long and cover complex ideas and information. If you come across anything you do not understand:
• talk to your facilitator
• research the area using the books and materials listed under Resources
• discuss the issue with other people (your workplace supervisor, fellow workers, fellow candidates)
• try to relate the information presented in this learning guide to your own experience and to what you already know.
Ask yourself questions as you go: For example “Have I seen this happening anywhere?” “Could this apply to me?” “What if….?” This will help you to make sense of new material and to build on your existing knowledge.
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2. Talk to people about your study.
Talking is a great way to reinforce what you are learning.
3. Make notes.
Additional research, reading and note taking.
If you are using the additional references and resources suggested in the learning guide to take your knowledge a step further, there are a few simple things to keep in mind to make this kind of research easier.
Always make a note of the author’s name, the title of the book or article, the edition, when it was published, where it was published, and the name of the publisher. If you are taking notes about specific ideas or information, you will need to put the page number as well. This is called the reference information. You will need this for some assessment tasks and it will help you to find the book again if needed.
Keep your notes short and to the point. Relate your notes to the material in your learning guide. Put things into your own words. This will give you a better understanding of the material.
Start off with a question you want answered when you are exploring additional resource materials. This will structure your reading and save you time.
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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.
Develop performance plans to establish expected
1.2 outcomes, outputs, key performance indicators and goals for work team.
Support team members in meeting expected performance 1.3
outcomes.
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.
Planning is an essential part of any team's activities. A commitment to thorough planning will involve all stakeholders in developing team goals. Managers and team leaders will communicate organisational goals to the team ensuring organisational goals and team goals are integrated. A well thought-out plan will cover functions and responsibilities of team members as they work toward team objectives. The consultation process during the planning stage is critical. Managers and team leaders will need to consider
the consultation strategy. How will all stakeholders participate in the consultation process? What will motivate team members to contribute freely and openly to the planning process?
Good planning will involve clear objectives that are agreed to by team members. These outcomes may take many forms but will always indicate whether goals are being achieved. Clear and realistic objectives will provide the yardstick to team and individual performance. Once planning has taken place team leaders and managers will begin the process of organising how the team will implement its goals and objectives. Resources will be allocated and action plans will be created. Managers and team leaders will review what factors will prevent the team from attaining their goals at the same time factors that support the team will also need to be identified.
To achieve team goals organisations, managers and team leaders will need to support team members in a variety of ways. Appropriate training, coaching and mentoring are just a few ways that team members can be supported. Other ways may be the updating of equipment or systems and procedures that facilitate the reaching of key objectives.
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Why are we here?
A clear and thorough vision is necessary when defining team goals. Team members must have a clear picture of their roles and accountabilities in reaching team goals. Their contribution is critical otherwise objectives will not be reached. Team members must understand how important their contribution is to achieving team goals. `A chain is as strong as its weakest link', is an old saying but it is so relevant to team performance. Team
members will feel empowered and valued when they understand the vital importance of their contribution to team objectives and supporting the organisational vision.
Smart Goals
A famous management guru once said an objective is nothing but a goal with a date. He wasn't wrong. The term goal is somewhat 'fuzzy' when compared to the characteristics of an objective. Goals need to be quantified and qualified if they are to be used as a benchmark for performance. When a goal is developed into an objective it takes on new characteristics. SMART goals when turned to real objectives will have the following characteristics:
and achievable.
Many organisations divide their goals into short-term, medium-term and long-term goals. Short-term goals may be one to two years; medium-term goals could be three to five years and long-term goals five years and onward. It is much easier to convert short- and medium-term goals into objectives. Normally the shorter the goal the easier it is to give it the characteristics of an objective. In some cases it may be appropriate for managers and team leaders to convert company goals into detailed objectives. Larger organisations normally look well into the future compared to small businesses but it need not necessarily be the case. Small businesses need to establish good goal-setting mechanisms also.
Take the example of a short-term (and vague) goal: `The team needs to gain maximum sales as quickly as possible.' When converted to a short- term objective it may look like this: 'The team's objective in year one of trading is to achieve sales of $150,000.'
Good objectives are also realistic and attainable. Nothing is more demotivating than striving to reach an unrealistic objective. Split your big goals into smaller objectives. You will find that team members will celebrate reaching smaller milestones on the way to achieving bigger ones.
S - Specific. A general goal would be to 'get in shape' but a specific goal would be 'join a gym and work out three
days per week'.
M - Measurable How much, how many, when will I know when I have achieved it?
A - Achievable You have the resources to achieve the goal.
R - Realistic Don't bite off more than you can chew.
T - Tangible If it's tangible you can make it specific, measurable
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There is also something self-fulfilling when a goal is written down. It's one thing to have a goal inside your head and another thing to write it down on paper. When a detailed objective is written down in the team's plan it is well on the way to being achieved.
What roles for the team?
Each member of a team will have a part to play in achieving team and organisational objectives. What each team member contributes will be determined by their technical skills and knowledge and personality. The critical factor will be how team member skills are blended to achieve maximum effect. You will find some team members are conceptual, some are practical and some are a combination of both. Some team members will excel in starting a project and others will be strong at completing a project. Remember that everyone has weaknesses and strengths. Team members
with very specific strengths may have very definite weaknesses but these weaknesses are tolerated because their strengths are unique and critical in achieving team objectives. Conversely an individual who has many weaknesses and less strength will not contribute to team objectives and is unlikely to remain a team member.
An important point to make is the difference between team member roles and job functions. Roles refers to the factors listed below whilst a job function refers to what that team member does in terms of job specification and performance criteria. A team member may be a motivator or a collaborator but they will also have a job function to do.
• Leader: Takes charge of the team and subsequent team and organisational responsibilities.
• Networker: Builds relationships inside and outside the team.
• Conceptualiser: Thinks of good ideas and projects but has a problem finishing them and turning them into reality.
• Organiser: Implements ideas.
• Motivator: Inspires team members by concentrating on getting the job done.
• Finisher: Drives the job to completion.
• Collaborator: Gains consensus within the team on goals and objectives.
• Coordinator: Sees the value in and is able to coordinate action.
• Mentor: Listens and shows respect to diverse individual needs and circumstances. Looks at long-term scenarios.
• Coach: Inspires and assists.
• Communicator: Builds the communication between team members, team leaders and management.
• Planner/designer: Sees the practical aspects of a project or problem. • Problem solver: Good communicator, is hard on the problem, thinks
systematically and laterally, and involves others.
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• Technical expert: Has strong technical skills and knowledge, but sometimes is not a good communicator.
Functions of a team member
Functions are what each team member does in the team on a daily basis. Functions may evolve over time or be set when the team member joins the team. They will be dependent on skills, attitudes and character. All teams are different in terms of the composition of functions but all team members must make a contribution to the team. Team member contributions must be made in a rapidly changing commercial environment. When the external environment changes sometimes there is a need to change the internal team
environment. Flexibility becomes the key. Today multi-skilling reflects a flexible workplace. Team members can support each other in times of high production demands and when illness impacts on the team.
• Review your workplace team. Is flexibility a characteristic of your team?
• Many would suggest that a team that is not continuously reviewing functions is not keeping abreast with changing conditions.
• Team member functions are not designed to hinder development but rather to expand potential where required.
• Team member potential may be unearthed during a function review meeting.
Interaction and collaboration
Collaboration is at the heart of team performance. Teams consist of many types of individuals with varied personalities and backgrounds however most jobs and roles within the team environment are interdependent. In other words one team member cannot complete his or her function without the support or assistance of another team member. If effective collaboration is to be achieved team members need to interact with peers and superiors on role definition and team member goals and objectives.
Of critical importance in developing collaboration is consensus on team objectives. Consultation between top level executives and middle and lower level employees will create a collaborative environment. Interaction between varying levels of management will define team goals and bring the team together asking the question: 'how can we get the job done?' When team members and middle managers interact with the aim of achieving objectives real collaboration starts.
• Collaboration won't just happen, it needs to be encouraged and supported with systems.
• Collaboration is really about problem-solving. When team members unite to solve a problem true collaboration starts.
• Focus on solving the problem must override any personal differences within the team.
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Common Mistakes
One of the most common mistakes that managers and team leaders make is to misdiagnose the stage of development that their team has reached. How can managers and team leaders plan effective strategies when an error of judgment is made in forecasting team development? Teams need time and support to reach a stage when they can make effective contributions to organisational goals.
Consider the three stages of creating a team that many management writers consider vital stages: forming, storming, norming, performing and mourning. In the forming stage the team is more of a group than a team. Team members are forming their ideas and deciding what rules will apply to the team. In the storming stage team members start to develop their place in the team. Members throw ideas and concepts at one another in an effort to create a foundation to team goals. Team member functions and roles start to develop in this stage. In the norming stage team members create the norms and values necessary to achieve team goals. Cohesion and sharing ideas and information start to flow. When team members reach the performing stage they are a confident working team with shared values, and are comfortable in the team process. They are confident about disagreement within the team environment. When teams begin to break down they are in the mourning stage. In this stage conflict may be high, disagreement and anger may be prevalent, and confusion about team efforts may become obvious.
Remember that planning needs to be appropriate to team’s developmental stage.
• Teams need to go through a process of stages before meshing together as an effective team.
• Even though a team is formed it does not mean it is an effective team
• Considerable effort needs to be committed from managers, team leaders and team members before effectiveness contributes to goals.
1.2 Develop performance plans to establish expected outcomes, outputs, key performance indicators and goals for work team.
Team members will thrive in an environment where they are supported in a variety of ways. Support will take many shapes and forms. In may be training, equipment, time or funds but it will always be welcome. Nothing is worse than seeing a team strive to attain objectives without the required support. It is senior management's responsibility to provide the support necessary to achieve team objectives. In many cases teams are blamed for not reaching desired outcomes when the problem has really been that management has not given much- needed support. Resources will need to be identified in the planning process so they come on line as needed.
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Support may also be in the form of rewards and recognition. These will motivate and encourage team members to achieve team objectives. They need not be in the form of money. Not all team members will respond to monetary rewards, sometimes recognition from team members and managers will motivate more. Encouragement in the form of verbal rewards will also support an environment of goal achievement.
Feedback from team members
Managers and team leaders will need feedback from team members on what resources will be required to attain objectives. This will achieve two important concepts. Firstly team members will be involved in the operational aspects of attaining goals and secondly managers and team leaders will receive quality information on what resources are needed.
• Nothing will frustrate team members more than not having the resources to complete their tasks.
• Surveys may be conducted individually or in groups.
• Surveys need to be conducted as part of the planning process.
• Once the needed resources have been communicated to managers or team leaders they must be actioned.
Identify Training Needs
Perhaps the most important form of support that can be given is in the form of training. Good team leaders and managers will work closely with team members in identifying learning needs. Both technical and/or people skills may be required. By identifying training needs you will:
• Identify what skills and competencies are missing in your team members.
• Identify what content needs to be included in training courses.
• Be able to provide sound reasons for future training • Highlight the most
important things team members must know.
• Be able to develop a model that:
ensures training meets the identified needs
analyses and evaluates the impact of training and learning on workplace performance
• A commitment to ongoing training is crucial to organisational effectiveness. The organisations that spend large amount of funds on training are the most successful.
• Self-assessed training/ learning is also important. Team leaders should feel confident in identifying what assistance they need.
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Consider a Coach or Mentor
Workplace coaches and mentors are now an accepted and vital part of team operations. Team leaders and managers will call on these people when support in training or behaviour modification is required. Good coaches may assist team members in specific skill improvement and a mentor will support team members in a variety of ways. Coaches and mentors may be a permanent part of the team or they may be utilised from outside the team environment. Whatever the case, coaches and mentors are special people. They can empower and give team members confidence in completing the tasks at hand.
• A mentor may oversee a team member’s progress over a longer period of time.
• Coaches and mentors need patience and tie to achieve improvements.
Review Equals Motivation
One of a manager's or team leader's key tasks will be to keep team members motivated. Each team member may respond to different levels of reward. Support your team with a reward program and you will watch the results come in. A reward may be as simple as two complimentary movie tickets or recognition at a team lunch or morning tea but it will always support the team.
• Rewards may be verbal or monetary.
• Sometimes recognition is preferred to money.
• Recognition from peers may be very supportive and motivational.
• How often do you reward your team members in some way?
Key Performance Indicators
It is crucial to company performance that team goals are integrated with organisational goals. A manager will have to dissect organisational goals into smaller team goals to ascertain clearly where the team can make a meaningful contribution to the organisation. Key Performance Indicators, also known as KPIs or Key Success Indicators, help an organisation define and measure progress toward organisational goals. Once an organisation has defined its goals, it needs a way to measure progress toward those goals. Key Performance Indicators are those measurements.
Key Performance Indicators are quantifiable measurements, agreed to beforehand, that reflect the critical success factors of an organisation. A business may have as one of its KPIs the percentage of its income that comes from return customers. A school may focus its KPIs on the graduation rates of its students. A Customer Service Department may have as one of its KPIs (in line with overall company KPIs), `percentage of customer calls answered in the first minute'. A KPI for a social service organisation might be the number of clients assisted during the year.
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Whatever KPIs are selected, they must reflect the organisation's goals, they must be key to its success, and they must be quantifiable (measurable). Key Performance Indicators usually are long-term considerations. The definition of what they are and how they are measured do not change often. The goals for a particular KPI may change as the organisation's goals change, or as it gets closer to achieving a goal.
Organisational Goals
Key Performance Indicators reflect the organisational goals
An organisation that has as one of its goals `to be the most profitable company in our industry' will have KPIs that measure profit and related fiscal measures. `Pre-tax profit' and `shareholder equity' will be among them. However, ̀ percentage of profit contributed to community causes' probably will not be one of its KPIs. On the other hand, a school is not concerned with making a profit, so its KPIs will be different. Key Performance Indicators like `graduation rate' and `success in finding employment after graduation',
though different, accurately reflect the school's mission and goals.
Quantifiable KPIs
Key Performance Indicators must be quantifiable
If a KPI is going to be of any value, there must be a way to accurately define and measure it. For example, a KPI which states `generate more repeat customers' is too vague. A better KPI would be `generate 10% more repeat business'. Caution must also be taken not to include KPIs that the organisation has no means of measuring. For example, the KPI used in this example is useless without some way to distinguish between new and repeat customers.
Consider the implications of a mismatch between team and company goals.
• Research what role communication plays in this process.
• Research what barriers exist, if any, that prevent you from having a thorough knowledge of company goals.
• Explore how several KPIs support the one organisational goal.
1.3 Support team members in meeting expected performance outcomes
Performance plans developed by managers in consultation with team members will define key areas of performance. Performance plans will need to cover who is responsible for the task, when it is to be completed, desired outcomes and resources required to complete the task. Your performance plan may look something like this: Table 1: Performance Plan example
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Action Desired
Outcome
Who Timing Resources
Required
Other
Factors
• Planning may ensure that outcomes are met and team members are clear on their roles and functions.
• Review all those who you would involve in the planning process.
• Managers need to make and allocate time for planning.
Team Performance being measured
All organisations will be different in the ways that team performance is measured. Teams will have their own unique targets to achieve. These may be in the form of Key Performance Indicators, outputs, targets or outcomes, but all will have one thing in common: they will be the yardstick that measures team performance. Management and teams will work together to create specific targets that will indicate good performance or areas where performance can be improved. If targets are not created how will team members or management know if they are operating at maximum efficiency? Teams without objectives are akin to a ship without a rudder.
• Clear measurable objectives will foster collaboration.
• When benchmarks are realized celebration must follow.
• A direct correlation exists between motivation, achieving objectives and reward and recognition.
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Reporting to Senior Management on the Team Consultation Process
Consult with your team on organisational goals and how they will respond as a team to meeting these goals. The team consultation process will be a foundation stone in achieving goals and objectives.
• What role does feedback from team members play in allocating resources?
• Does senior management support the team with required resources or do budget-cutting philosophies get in the way.
• As a manager do you stand up for your team in gaining valuable resources?
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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.
Develop policies and procedures to ensure team
2.2 members take responsibility for own work and assist others to undertake required roles and responsibilities.
Provide feedback to team members to encourage, value 2.3
and reward individual and team efforts and contributions.
Develop processes to ensure that issues, concerns and
2.4 problems identified by team members are recognised and addressed.
2.1 Develop strategies to ensure team members have input into planning,
decision making and operational aspects of work team.
Team cohesion is a critical factor in building effective teams - but it won't just happen. Cohesion will come as the team matures and evolves into an effective team. Involvement and consensus on objectives will provide a foundation for the further development of team cohesion. A characteristic of a mature team is that its team members understand one another's strengths and weaknesses and issues can be openly discussed in a mature non-threatening environment. Input from team members is always welcome. The team environment is one of support for one another and for the team leader.
Feedback from a manager or team leader must always be constructive. Communication between team members must be open, honest and straightforward. The need to play politics becomes obsolete. An open acceptance and responsibility for each person's job role will assure that quality work is passed onto other team members. 'It's not my job' will no longer be heard in an effective workplace team.
Systems, procedures and protocols will assist the development of team cohesion. Team members need structures that facilitate open communication about issues, concerns and problems. Team leaders and managers will be committed to working through team member problems in a problem-solving culture.
Participation is a major team concept.
Team members want to contribute to team direction and planning in an environment where communication is free and open. Input is so valuable to the team. Without new ideas and concepts teams will stagnate. There will always be a better way of achieving team outcomes. A variety of strategies can be employed to give team members input into planning and
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decisionmaking. If team members feel that they have not contributed to the planning process it will be hard for them to take ownership of the operational strategies that will follow. Some strategies will also build cohesion as well as facilitate input. Strong bonds will form when team members get together for problem-solving sessions.
Teams Will Need to Meet Often
Teams will need to meet on a regular basis. Unfortunately meetings have developed a reputation as time-wasting activities. Keep in mind that meetings are very expensive activities when one considers the cost of labour for the meeting and how much can or cannot get done in them. So take meeting management very seriously. It is true many meetings can be non-productive 'talkfests' with no real outcomes or direction, but this need not be so. Good meetings will thrash out problems, focus the team and share vital information with all team members. A good meeting will be an opportunity for mass communication and results. A newly formed team will struggle initially with
meetings but as the team develops meetings will become more productive. When the minutes are read they must reflect that information has been shared, discussion has flowed freely and decisions have been made on shared data. A mature team will carry complex issues over several meetings. Participation from all team members is a must. A good chairperson will utilise questioning and inquiry techniques to involve all team members. The golden rule in all types of group communication is 'there is no such thing as a silly comment'. In many cases the best ideas will come from team members who may feel intimidated in group meeting situations. Reticent team members must be identified quickly and made to feel comfortable at meetings.
The process used in a meeting depends on the kind of meeting you plan to have, e.g., staff meeting, planning meeting, problem-solving meeting, etc. However, there are certain basics that are common to various types of meetings. The following table outlines some key points for meeting management.
Figure 2:
Key points for effective meeting management:
• Develop an agenda.
• Decide who will attend the meeting according to what you want to accomplish in the meeting.
• Define the desired outcomes of the meeting.
• Inform participants beforehand of the desired outcomes of the meeting.
• Consult with key participants when developing the agenda prior to the meeting.
• Provide the agenda prior to the meeting.
• Design the agenda so that participants are required to be involved right away so that they come on time.
• Next to each major topic, include the type of action needed, the type of output expected (decision, vote, action assigned to someone), and time estimates for addressing each topic.
• Ask participants if they'll commit to the agenda.
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• Keep the agenda posted at all times.
• Don't overly design meetings; be willing to adapt the meeting agenda if members are making progress in the planning process.
• Always start on time; this respects those who showed up on time and reminds late-comers that the schedule is serious.
• Welcome attendees and thank them for their time.
• Review the agenda at the beginning of each meeting, giving participants a chance to understand all proposed major topics, change them and accept them.
• Note that a meeting recorder if used will take minutes and give them to each participant shortly after the meeting.
• Model the kind of energy and participation needed by meeting participants.
• Clarify your role(s) in the meeting.
• Always attempt to adhere to the time limits set for the meeting.
• Always end meetings on time and attempt to end on a positive note.
• Consider distributing a copy of your ‘best meeting’ practices to all other managers and team members.
• If you abandon meetings as a strategy how else will all team members communicate with each other and you as a manager or team leader?
Focus Groups Can Be Good
Special problems require special efforts. Focus groups can be implemented when a particular problem arises. The group is pulled together specifically to address the problem. Prior knowledge of the problem to be discussed is distributed to team members and a problemsolving approach is adopted. Focus group members are hard on the problem and contribute as many ideas as possible to find a solution. Once all options have been covered and a range of solutions considered, the group disbands. Team leaders and
managers will follow up to make sure ideas are implemented.
• Focus groups are excellent when combined with brainstorming or problem- solving.
• Sometimes focus groups will need a strong mediator to control and direct the flow of comments.
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Brainstorming Is Great
Many creative organisations use brainstorming techniques to include team members in the planning process. The environment for creative ideas must be set. Brainstorming is another problem-solving method. It can be very similar to a focus group but brainstorming is a much more frantic exercise. Again ideas will come from where you least expect. The team leader or manager will need to appoint a writer who will note all the comments made.
Sometimes team members will go off on a tangent. This is to be encouraged. Sometimes solutions are hidden behind `the way we have always done it'. Brainstorming can be used when:
• you want to generate as many ideas as possible, or
• when your team is stuck for ideas.
The golden rules for brainstorming are:
1. listen to others
2. never criticise - ideas or people
3. get lots of ideas - however wild or crazy
4. record all ideas - can everyone see them?
5. incubate and reflect - which ideas can we use?
6. build on how team members like to express themselves: some communicate best verbally, some by writing, and others by drawing pictures
7. move the session along quickly.
As the name suggests there should be a `storm' of ideas and comments flowing. Encourage all team members to build on ideas suggested. Only when ideas really dry up are you ready to move on to the final analytical stage. Team members will need time to consider all the ideas that have been suggested before proceeding.
The way to run a brainstorming session is to:
1. Clearly outline the issue or problem.
2. Write down a key question to be answered, e.g. `what do we know about this problem?'
3. Encourage all participants to toss out as many ideas as possible.
4. Don't make any judgments or allow discussion of ideas - just let them flow.
5. Let everyone build on each others' ideas.
6. Use a large whiteboard or sheets of paper to write ideas down.
7. No one is permitted to evaluate or criticise any suggestion during the process.
8. Select the best ideas and reduce the repeated ideas if necessary.
9. Write down the finalised list of ideas.
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• Brainstorming will uncover many ideas that may never reach the surface
otherwise.
• All team members must commit at brainstorming sessions.
• What training aids such as whiteboards would you have at a brainstorming session?
Leaving the Office
Many conferences are held away from the office for good reason. The strategy is to take team members away from a stale environment full of workplace distractions to one that stimulates free thinking and the generation of ideas. Relaxed and informal surroundings will contribute to high levels of input from team members. Conferences are not the only option. A team lunch or an after-hours function is a good idea so are a multitude of other social functions. This will not only stimulate input but also build team cohesion.
Remember at all times that ideas are the foundations for success and growth: one new idea may revolutionise the organisation.
• Team members will not be creative when they are stressed.
• One cannot think of new ideas when the telephone is ringing.
• New environments may facilitate new ideas.
Team Recipe For Success
Many ingredients go into making a successful team. Talents and characteristics are all blended together in creating a team that is effective and achieves organisational goals. Each team member brings a unique set of skills and experiences to the team. It will be the test of a real manager as to how those talents and skills are blended together to achieve outcomes.
As teams grow and mature, successful characteristics should evolve. If they do not, a manager must ask the questions: why not? Is it a badly planned blend of people? Should some team members be eliminated for the good of the whole team? Is the company making a commitment to the team?
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Strategies For Team Input
Managers will need to create and adopt strategies that facilitate the process of team member involvement in all aspects of team operations. Input into planning, decision making and the day-to-day operations will be critical if team members are to feel empowered and a sense of belonging to a real team. Input will be forthcoming if team members feel comfortable in being able to say what they think regardless of the possibility of being wrong. At the same time team members will resist the temptation to criticise other team members who may be reticent in coming forward. Remember many
personalities are represented in a team, some will be confident and relish the opportunity for input and others will be reticent to air their views in public; however, all team members should be able to make a contribution to all aspects of team performance. Input may come from formal strategies such as meetings or focus groups, while other forms of input will be less structured in the form of comments as the team performs its everyday functions. Usually planning and decision-making are more formal processes whereas some operational aspects may be developed in more informal ways, such as comments from team members that arise during performance of the team's functions.
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2.2 Develop policies and procedures to ensure team members take responsibility for own work and assist others to undertake required roles and responsibilities.
Everybody Becomes Accountable
Everybody becomes accountable in a team environment. Once responsibilities have been allocated and accepted the team should progress toward meeting team goals. It is imperative that for accountability to be accepted a clear understanding of who will do what and when is required. Effective team members will embrace accountability and strive to achieve
team objectives. They will also have an intimate understanding of where and when their roles integrate to achieve objectives.
What procedures to use
All managers should be involved in the creation, implementation and review of policies and procedures as they relate to team leaders and team members taking responsibilities for their own work. These procedures will also identify where assistance from team members is required. Many effective managers would comment that if it's not subject to a procedure it will become overlooked. Policies and procedures need to be documented and made available to employees thus becoming an integral aspect of your organisation's communication process. Often such policies and
procedures exist but staff are unaware of them. It is important that these become useful working documents which support team member's responsibilities. With such a framework in place there is less likelihood of staff digressing from responsibilities because they are aware of what is required. All too often it is uncertainty that slows down processes. When we have a `map' of what is required we are able to steer a path through our work.
Following are examples of procedural documents that will assist you in responding to this exercise. The first is a policy document that outlines adherence to company protocols and the second is a position description that includes procedural requirements from the employee.
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Figure 3:
Company protocols policy
Staff are required to adhere to the following company protocols at all times:
• Demonstrate a clear understanding of Equal Employment Opportunity relating
to discrimination, sexual harassment, physical abuse and respect to
customers and other employees.
• Illicit drugs or alcohol must never be consumed in the workplace or while
attending a work site and employees are forbidden to perform work under the
influence of the above.
• Contribute to the growth of the company by maintaining an open and honest
relationship with the directors, and should at all times seek to improve
personal and company performance.
• Value the existing team environment.
• All paperwork to be submitted in a timely and understandable fashion to
external and internal customers.
• Company property must be treated with respect at all times.
• Compliance with company's high standard of Occupational Health and
Safety factors at all times.
Position Description including required procedures for conducting work:
Employee Name:
Job Title: Heat Bank Installer
Reports to: Directors
Figure 4:
Heat Bank Installation Key Performance Criteria
• Successfully install heat banks by applying technical skills.
• To be able to follow installation instructions and directions and to be able to
clarify with appropriate guiding personnel any questions relating to
installation service and repairs.
• Report to customer in a professional manner with attention to presentation.
The position requires a clean and tidy manner.
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• Follow up with customer after work has been completed.
• Paperwork including Service Reports and Orders to be submitted to office on
a daily basis in a tidy and legible manner.
• Competent in ordering required parts for job completion.
• Liaise with support coordinator if additional assistance is required.
• Compliance with a high standard of OHS at all times.
• Liaise with quoting person in a timely manner if problems occur with the
installation.
Customer Relations
• Provide competent and professional installations, service and repairs that
reflect high standards and a professional approach. The position requires
that the incumbent be aware of the implications of working in another
person's domestic environment. Respecting customer's environment is a key
issue.
• Provide information to customer on installed equipment in a clear way.
• Complete paperwork in a tidy and legible manner.
• Relate to customers' needs in a professional manner. Inappropriate
behaviour including swearing and coarse language will not be tolerated.
• Liaise with customers at all times during the process.
• Commission installed equipment.
• At all times demonstrate professional conduct to customer service standards.
• Follow up with customer on installation.
• Provide feedback to directors on customer requirements, satisfaction with
installation, market information and competitive activity.
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• Customer's permission must be gained at all times before entry onto
customer's premises.
Remember you task here is to identify how policies and procedures assist team members to take responsibility for their own work. These procedures may refer to checking products before delivery or checking the quality of ingredients before the manufacturing process starts. Completed checklists for many team member functions may be appropriate.
• Developing clear and concise job descriptions may assist team members to take responsibility for their work.
• Quality statements may inspire a commitment to higher standards.
• For a team to prosper all team members must be accountable for work quality and interpersonal relationships.
Internal Customers
Team members must understand and adhere to the concept of the internal customer. This will ensure that team members take responsibility for their own work and that work that is passed onto other team members is of a high standard. Work may go through many areas, departments or work stations before it is finalised. If sloppy workmanship is present at any stage the team will experience time delays and problems in the process. It is also a potential conflict generator when team members have to rework other team members'
efforts. At each stage of production each team member must accept accountability for their own responsibilities. Each team member cannot shirk their responsibility in completing their work to a high standard. However this does not mean that various team members cannot assist in getting the job done. At difficult times team members will ask for assistance from other team members who must respond. In a team environment there's no such thing as `it's not my job'.
• team members not taking responsibility for their own work will waste time and resources creating more rework.
• If team members take responsibility for their work the end result will be cost- cutting and higher production.
• The quality of the product or service provided to the customer will also improve.
• Team member conflict will be reduced if each team member takes responsibility for their work.
• Taking responsibility for one's own work and the accumulative work of the whole team is the key.
2.3 Provide feedback to team members to encourage, value and reward individual and team efforts and contributions.
Providing Effective Feedback
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Feedback is empowering. Providing prompt, accurate and adequate feedback about the outcomes of team participation and effort is an essential part of encouragement and reward and should form the basis for further improvement and direction. Feedback should leave all parties with a sense of respect and empowerment.
360 Degree Feedback
Feedback is the lifeblood of successful teams. Team members will thrive on properly planned and implemented feedback. Feedback may be in all shapes and forms but it should always be positive. Team leaders and managers will give and receive feedback from team members and senior management. Giving and receiving positive feedback is a learnt experience. Constructive feedback will always leave the recipient's selfesteem in place. No-one should
leave feedback sessions with their selfesteem in tatters.
360 degree feedback will include all the following variations:
• team leader to team member
• team member to team member
• manager to team leader
• team member to manager
• manager to manager
• senior management to line manager.
Characteristics of Good Feedback
Two of the most important characteristics of good feedback are to know when to talk and when to listen. Remember you can't listen when you are talking. Listening is considered the most difficult but also the most valuable communication skill. A good listener is always appreciated by team members and management.
Effective communication particularly when it involves discussion of performance must be clear and objective. Often we fall into the trap of using
terms that describe a person's behaviour in a subjective way thus diminishing the communication to a judgment of the person rather than a constructive commentary on an action. In order for the positive goals of the communicative process to be achieved, language and the expression of it must be objective, constructive and empowering and must relate to the action rather than the personal characteristics of the person or team that is undertaking that action. For example balancing emotion with rationality can be very difficult at times especially if you work within a human services industry. Nurses working in intensive care will meet with highly emotive situations on a regular basis. Team leaders and managers in that situation must balance empathy with adherence to systems and procedures.
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The following is a list of excellent feedback skills and tips:
• excellent listening skills
• showing empathy
• both parties showing respect
• be hard on the problem not on the person
• the environment must be open and trusting
• accepting of each other's differences
• be constructive at all times
• don't be hasty to judge
• balance emotion at all times with rationality
• record the progress in writing
• follow up where necessary
• equalise the power
• think creatively
• be gracious in compromising
• eliminate `hidden agendas'.
Good Feedback Won’t Just Happen
Feedback needs to be planned or it won’t happen. Formal feedback sessions with the team and individual team members should be planned at regular times throughout the year. These meetings may be one-on-one or within the team group. Feedback will be an important part of team member appraisals and team meetings.
• Feedback may be formal team member appraisals.
• Feedback can come from coaches and mentors.
• All team members should be able to give each other positive feedback. Care needs to be taken in giving feedback that is negative to other team members.
• Team members need to get together with team leaders or managers at least twice a year for formal feedback sessions.
• Good records of formal feedback sessions need to be kept and they must be kept in confidence.
Informal Feedback Is Good Too
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Many managers and teams become caught up in the daily quest of getting the work done and in many cases managers and team leaders miss the opportunity to say `well done'. This is a great way to give informal feedback. It may also be the best way to say `hey lift your game'. Informal feedback can really work because it suits the environment and may be all that is needed to create an improvement. Nothing is more rewarding than verbal feedback from a manager who recognises that team members are really contributing. Team leaders and managers need to use this strategy more often. It can be very motivating. Team leaders and managers should also encourage team members to informally recognise each other's performances.
• Sometimes informal feedback is the best way to make comments on inferior performance. A quiet and discreet comment can sometimes have immense impact whereas formally accepting criticism can be intimidating.
• Encouragement and verbal rewards are all a part of informal feedback.
Feedback Versus Criticism
The characteristics of effective feedback have their foundations in a positive approach sustained over a period of time. Feedback becomes a positive part of the culture. It is considerate of the receiver's feelings and is directly related to improved performance. Good feedback is normally given in a timely and quick manner so it can be related to improved performance.
Criticism has the potential to be very negative. Criticism is normally aimed at an individual by beginning with the word `you'. It may have connotations of attack and the person being criticised probably will go on the defensive. It is very difficult to listen and learn when you are feeling defensive. The team member being criticised may attack or retreat - both negative behaviors. Communication is cut off and relationships are damaged.
• Although it is unlikely, some team members may respond well to criticism. Some prefer a blunt ‘say it as it is’ approach.
• Words used in criticising have the potential to be hurtful and harmful to long- term relationships.
• Criticism may lead to internal team conflict.
2.4 Develop processes to ensure that issues, concerns and problems identified by team members are recognised and addressed
Teams and team members will always have concerns and problems about everyday workplace issues. Managers and team leaders will need to adopt policies and systems where problems can be recognised and dealt with. Sometimes specialist personnel may need to be involved. These workplace specialists may be human resource managers, occupational health and safety officers or specially trained contact officers in equal employment
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opportunity. In all cases they will assist in solving team member issues. A team member must always be given the opportunity to raise concerns otherwise issues will create 'mountains out of molehills' in the team member's mind. In most cases when issues are raised solutions are easily found. Nothing is more frustrating for team members to feel they
can't `talk to somebody' about an issue that is worrying them.
• An environment of support and understanding is crucial to addressing team members concerns.
• Do you consider that you may need training in relating to team member concerns?
Open Forums Can Work
An open forum is where all team members meet in a no-holds barred communication with each other and a manager. Whilst open communication is encouraged the meeting should not allow the comments to get out of hand. The idea of the meeting is that anyone can say what they feel without repercussions. Management must not hold grudges and team members must not be vengeful against one another afterwards. This strategy is normally well suited to a team in the mature stage. A skilled facilitator may be employed to chair proceedings.
• Do any topics exist that would be ‘taboo’ at an open forum?
• It is important to record comments made for follow-up.
• How will you manage an open forum in terms of an agenda etc?
Team Member Meeting Agendas
Many organisations encourage team members to actively contribute to meeting agenda items. This ensures that a team member’s concerns are going to be raised.
As a team leader or manager how would you promote to your team members the importance of agenda issues? How would you suggest to them the way that they can ensure that issues that concern then are raised?
• Issues cannot be resolved unless they are identified and raised at appropriate venues for action to be implemented. All team members must be committed to creating agenda items.
• When issues are raised and minuted they have a better chance of resolution.
• Once an issue is raised it must be addressed.
Notice Boards Work Well
Team members who may be reticent to raise issues in person may feel more comfortable posting concerns and issues on a team notice board. These issues are then gathered by managers and team leaders to be raised at meetings.
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• Notice boards may also be a way that managers and team leaders can communicate with team members.
• In some organisations notice boards are the centre of communication.
They become a central hub that all staff gather around and read. Grievance
Procedures
Effective organisations have grievance procedures in place. Team members need to be able to express their feelings through an unbiased grievance procedure. Sometimes it is important that a third party who is not involved in the issue is consulted. A grievance procedure will take a team member's concern through a series of pre-designated steps to resolution. Appropriate
personnel will be stipulated throughout the procedure. Both team member and manager will adhere to the procedure until a resolution is gained. The procedure should be unbiased and impartial and at the same time create a mechanism where concerns can be aired, addressed and solved.
• Grievance procedures are often used in Equal Employment
Opportunity disputes.
• They may also be used in matters of staff promotion.
• The person who administers the grievance procedure must be seen as impartial and not influenced by management.
Experts May Assist
It will be of great assistance in solving team member issues if relevant experts in their field are identified. Managers and team leaders may require experts within or outside the organisation to assist with team member concerns. Experts may fit into the following categories:
• Human resource management
• Coaches and mentors
• Occupational Health and Safety officers
• Equal Employment Opportunity contact officers • External consultants
• Counselors
• Legal and insurance experts.
• Middle managers and team leaders cannot be expected to have knowledge in specialised fields.
• Many companies enlist the assistance of experts to avoid potential litigation.
• Experts can solve problems because they have the specialised knowledge required to solve problems.
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Follow Up At All Costs
No matter what procedure is in place to deal with concerns and issues the most important aspect is follow-up. Once a resolution has been agreed upon effective managers will follow up to ensure that the problem has been effectively dealt with. Closure is a must. Follow-up may be formal or informal, written or verbal, but it must always happen.
• Where significant issues have been raised it will be necessary to keep well- documented evidence of the process and outcomes.
Plan a Problem-Solving Process
When problems within the team environment occur sometimes a procedure to work through will assist in creating solutions. Managers and team leaders should share the process with team members as they work through the procedure. Many procedures are available but most will resemble the following model which contains the following steps.
1. Define the problem. (Different people understand the problem differently.)
2. Analyse the problem. (How big or small is the problem?)
3. Develop a set of criteria or standards by which to judge the potential solutions.
4. List all possible alternatives. (Be creative, think laterally.)
5. Evaluate all solutions. (Measure them against outcomes.)
6. Choose the best possible alternative. (Could be a combination of solutions)
The process of problem-solving combines several functions including research, creative or lateral thinking, choice and action or implementation. This should be followed by review or follow-up.
All processes need to be adapted to suit your organisation.
• Share your intentions with the team member at the start.
• Be hard on the problem, not the people involved.
Process Are Vital
Systems to ensure that team member issues and concerns are recognised and addressed will need to be enhanced by improving the processes within the system. Managers will have to have a keen understanding of the factors that influence the outcomes of processes. Effective managers will strive to improve their understanding at all times. The following factors are critical when applied to processes and systems:
1. Process flows need to be clearly identified and defined.
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2. Information regarding the key intended outcomes of all processes should be constantly assessed and improved.
3. All processes and systems that don't add value to the team should be identified and eliminated.
4. All processes need to be standardised and documented.
5. Key processes need to be standardised to consistently meet team member expectations.
6. Managers will utilise feedback from team members in designing processes.
7. Each team member's role in the process needs to be identified and communicated.
8. Team members need training in the process.
9. Processes need regular reviewing with relation to the business plan and overall objectives.
• Both positive and negative attitudes of team members and senior management may impact on adopting new systems.
• When something goes wrong blame the system not the person.
• Many team members feel safe within the systems and some team members feel inhibited by systems.
3. Facilitate teamwork. 3.1 Encourage team members and individuals to participate in and to take responsibility for team activities, including communication processes.
Support the team in identifying and resolving work
3.2 performance problems.
Ensure own contribution to work team serves as a role
3.3 model for others and enhances the organisation’s image for all stakeholders.
3.1 Encourage team members and individuals to participate in and to
take responsibility for team activities, including communication processes.
Effective mature teams will embrace the responsibility of improving their own participation efforts and communication processes. They will require varying levels of support from management but management must not interfere in a team's internal processes unless expressly asked by line managers or team leaders. Team work will be facilitated as team members focus on problem- solving activities and socio-emotional skills are developed between team
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members. Effective teams will accomplish team and organisational tasks and secondly they will do it in an environment where social and emotional factors come into play. Team members need the support of flexible managers as team members address task-related problems in their own individual ways.
Once task-related problems are identified managers and team leaders will provide support in finding solutions. Support may come in many ways, it may be resources or it may be emotional or practical support but it will always be welcomed by team members.
Line managers and team leaders must become role models for team members and must reflect an appropriate company image to all internal and external stakeholders. Managers must have an ethical approach and manage their role with dignity and integrity. Team leaders and managers will expect loyalty from staff members at all times. Loyalty is not just a given; it has to be won.
Utilise all the Talent
When team leaders and managers review the collective intellectual property and technical skills available in their team they are constantly amazed at the result. In total a team has an incredible amount of power in the form of knowledge and skills. It is the responsibility of managers and team leaders to harness that power in the drive to achieve organisational goals. However, consolidating all that knowledge and skill is not easy, first team members must feel they are totally participating in team activities. Complete interaction of team members is the ultimate requirement. First talent must be discovered then it must be utilised and then continually developed in the participation process. What inhibits team members from letting other team members know what their skills and talents are?
• Are there any ‘gaps’ in the team after completing this exercise?
• In what ways can team members increase their participation in and contribution to their team?
Personality and Participation
Some team members thrive on making contributions to team performance. They are comfortable making suggestions and disclosing what went wrong. They accept other team members' mistakes and are always ready to move on. They accept their own and others' strengths and weaknesses. These team members are comfortable within themselves. They are a pleasure to have in a team. Two words to describe them are ̀ mature extroverts'. Others may not have the confidence or people skills to match these mature extroverts but that does not mean that they can't make a significant contribution to team goals. A real test of a manager's or team leader's skills
will be how they can encourage these reticent team members to participate more. Managers and team leaders will need to be sensitive in terms of how they handle reticent team members. Consider the following case study. Case Study
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Alice was always quiet at meetings. To get her to speak up Gary first asked her to give a report about something in her job he knew she understood. He checked with her before the meeting to see if she was OK with this and gave her a few days' notice to prepare. He let her know when she would be speaking by putting her name on the agenda. He sat opposite her when she spoke to give encouragement and good body language. He asked her questions in front of the group that he knew she knew the answers to. Finally he made sure that her supervisor gave her some brief and positive feedback after the meeting.
The case study illustrates a well thought through strategy to get team members to participate more. Gary's actions will facilitate confidence and empowerment in Alice.
• Most team members have the potential to contribute more.
• Sometimes dominant personalities overpower other team members.
• Teaching team members to listen sometimes allows others to express their thoughts.
• Rules in meetings should dictate that everybody has a say.
• Good managers will be able to counsel team members. Embrace Diversity
One of the most significant problems facing the massive multiculturalism in Australia today is, how do we get the best from our incredibly diverse workplace culture? Organisations have to develop policies and procedures that facilitate participation from all members of society. Team members are as diverse as the backgrounds they come from. Teams are now represented by people with different languages, customs and religions. Our government has made the commitment that all these diverse people have the right to earn a living free of discrimination and harassment. They have
citizenship rights to participate in the economic and cultural wealth of Australia.
Extensive proof indicates that diversity has a positive impact on organisations. The `way we have always done it' is being challenged. New ideas are streaming forward and diversity is complementing the change process. Diversity not only covers cultural aspects: it also covers diversity of ideas. In other words it may be an organisation's ability to accommodate team members who think differently that makes a difference. The workplace would be very boring if everybody thought the same way.
• Imagine the power of unleashed ideas in your team.
• Anything is possible when all members participate and contribute.
• Participation should be verbally rewarded by team leaders, managers and team leaders.
• What forms of recognition would you introduce for increased participation?
• Remember monetary rewards are not always the best way.
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3.2 Support the team in identifying and resolving work performance problems
Teams will encounter problems on a day-to-day basis. Some problems will be managed within the team environment using existing resources. Others will require management assistance and support in many shapes and forms. Sometimes support may be as simple as a suggestion from management or it may be more significant in the form of training or allocation of funds or equipment. Problem-solving will be a significant part of every team's function. Systems and procedures need to be designed, adopted and implemented to assist in the problem-solving function.
Team members must also address their decision-making ability in the problem-solving function. It is a necessary requirement of solving problems that decisions are made. A single decision may solve a multitude of problems. Some decisions need to be made quickly because the organisation is in a time-challenged environment - emergency wards of hospitals are a good example. Other decisions may be delayed because the problem is not urgent. Whatever the case, a decision will move the team toward the selection of alternatives to solving the problem.
The process of problem selection will also assist in deciding whether the problem is too big for the team and help is required from management. In problem selection the following issues are addressed:
1. Does the team have the authority to work on the problem?
2. Do team members have the specialised knowledge to understand the problem?
3. Can the team learn from tackling the problem?
4. What are the problems and implications of the team tackling the problem on other teams and the organisation?
5. Who is the problem important to: the team, the organisation or management?
6. Can the problem be solved quickly?
7. Who will be impacted by the problem? Will team members' jobs be affected?
8. At what levels can the team contribute to the problem-solving process?
Once factors 1 to 8 have been discussed within the team a decision can be made to handle the problem or seek assistance outside the team. If support outside the team environment is needed managers and team leaders must move quickly. At this time management needs to be strategic about the levels of support they need to offer to assist in resolving team issues. Support levels may vary dramatically. Support may be in a multitude of forms. It may cover the following:
• training
• appointment of a coach or mentor
• expertise
• mediation • funds
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• equipment
• raw materials
• new systems and procedures
• more time
• compassion and understanding
• more staff.
• Consider the position of a team leader or manager between the team and senior management. Can you please both interests all of the time? If not, how do you handle it?
• What is the impact on team members when support from management is denied?
Your Mentoring Capacity
Coaching and mentoring have become critical concepts in supporting team members as they resolve work performance problems. Managers and team leaders will utilise the specialist skills of a coach to improve a team member’s technical performance. In some cases a mentor will be appointed to oversee a team member’s performance with special emphasis placed on
support and assistance.
• Mentoring a team member may involve a lengthy time commitment.
• Coaching may be required in shorter time frames. Problem-Solving and
Decision-Making
One of the major functions that teams will perform is problem-solving. This will require support and leadership from managers and team leaders. Several key concepts are at the foundation of successful team problemsolving. All team members should be involved in the process and the team must have an agreed understanding of what it is trying to achieve before it can begin to solve a particular problem. Again procedures form the
basis of the problem-solving strategy. Your problem-solving process may look like the figure below;
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Figure 5:
Normally problem-solving will involve making decisions. Decision-making criteria help a team to understand and agree upon what things will be like when the team has arrived at its objective.
In questions (a) to (d) you wrote about your decision-making criteria. The criteria for making a decision or solving a problem are the rules or standards by which you can judge whether the decision arrived at was a good one or not. The points to remember about effective decision-making and problem- solving are:
1. Have a list or criteria; this helps your team to know when they have arrived at a good decision.
2. Agree on criteria in advance but be flexible.
3. Prioritise your criteria.
4. If needed modify your criteria as you go.
5. Ensure all team members agree on the criteria as much as possible.
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• A framework for decision-making will assist the process. It will create a start and a finish. It will also demand that follow-up is employed.
• Remember to involve all stakeholders in the process.
Support Problem-Solving With Facts
For teams to improve, team leaders and managers need to be constantly thinking about and analysing team processes to look for improvements. It's based on the premise that team members who do the work often have the best ideas about how to do things better.
Improvement in performance can often be measured in hard numbers. For example reduce the number of faulty products from 5% to 3% in the next six months. To create these statements information is gathered and analysed. It will also provide the data necessary to gauge improvement levels.
Team members need the support of a team leader or manager who supports the process by gathering hard data as a basis for problem-solving and decision-making.
The quality of the decision depends largely on the quality of the information people use to make that decision. To achieve good decision-making, it is important to have good information.
Data and information is usually divided into two categories, primary and secondary data. Primary data is something you go and collect from the source yourself whereas secondary data has already been collected by someone else. It is good practice to collect secondary data first and gain as much information as you can first before proceeding with primary research. Remember to keep an open mind when collecting information. It is easy to become biased in looking at a problem.
Often the information you need to know is already known by team members who actually work on the process or in the area. You may need to research specialist people.
Problem-solving process
Stage 1 Problem selection • Recognise a problem exists
• Identify the problem
• Specify the problem
• Obtain data
Stage 2 Problem analysis • Analyse the data
• Form tentative conclusions
• Conduct trials
• Check conclusions
Stage 3 Problem solution • Implement changes
• Evaluate changes
• Take action to maintain improvement
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Not enough managers or team leaders know the facts before making decisions. `Gut feelings' are not good enough. In many cases managers may be misled by team members who also do not know the facts.
3.3 Ensure own contribution to work team serves as a role model for others and enhances the organisation’s image for all stakeholders
Organisational image is an important concept. Effective managers and team leaders will enhance the organisational image by behaviour that is appropriate and blends with the business's internal and external cultural environments. Stakeholders will make judgment calls on the professionalism
and acceptability of an organisation by the behaviour of its managers and team leaders. It is essential that all team leaders and managers can identify the stakeholders that impact on their daily operations.
• Stakeholders are both internal and external to the company.
• Do you consider suppliers and customers to be stakeholders?
What Is Leadership?
Are leaders born or made? Many have argued that leaders are born with strong genetic qualities but others argue that leaders are strongly influenced by their environment. Whilst it is probably a combination of both genetic and environmental factors that are responsible for developing leadership qualities, we can become better leaders with training and assistance. However, there is no doubt that some leaders have something special. Can you define what leadership is? Is it:
• ability to inspire and motivate others
• good listening ability
• able to question effectively
• coaching and mentoring skills
• mediating skills
• problem-solving and decision-making abilities
• flexibility
• public speaking skills
• empathy
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• charisma
• or a combination of all of the above?
Some would suggest that managers are followed just because they are the boss. Leaders are followed because we believe in them. What do followers really look for in a leader? In a survey in which the characteristics of 5,200 top level managers were identified and ranked according to responses from workplace personnel (followers) the following leadership traits were identified and ranked accordingly.
Figure 6:
Characteristic Percentage that managers selected in
order of importance
Honest 87%
Competent 74%
Forward-looking 67%
Inspiring 62%
Intelligent 46%
Fair-minded 42%
Broad-minded 38%
Courageous 35%
Straightforward 33%
Imaginative 32%
Dependable 31%
Supportive 29%
Caring 26%
Cooperative 23%
Mature 20%
Ambitious 18%
Determined 14%
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Self-controlled 13%
Loyal 10%
Independent 8%
Source: Data from James M. Kouzes and Barry Z Posner, `The Credibility Factor; What Followers Expect from their Leaders,' Management Review, 1990, p.33
Three factors can be considered in analysing your management style:
1. The way you see yourself.
2. The way you think others see you.
3. The way that others really see you.
Consider the difference between the three.
Managers and Team Leaders – Caught In Between
Managers and team leaders provide the communication between senior management and team members. This is a real test of team leaders' and managers' skills in handling the requirements and needs of both parties in a sensitive and tactful way. Integrity and ethics will come into the equation.
Senior management will perceive that a team leader's or manager's role is to manage the team achieving organisational goals whilst team members
will look to their leader for representation to management and direction. If a line manager or team leader is seen as a `stooge' of senior management real problems will result.
Team leaders and managers will have to achieve organisational goals and at the same time motivate team members. Do you sometimes find that a clash of interests exists or is this a natural part of management's role?
Team Leaders and Managers as Role Models
Managers and team leaders are human too; they are capable of mistakes but they also have an opportunity to become role models within the organisation. A successful manager will meet organisational requirements at the same time gaining the respect of team members. Mature team members will have sensible expectations realising that managers are human beings capable of mistakes and errors in judgment. However a manager with double
standards or an unethical approach will soon lose the respect of staff and management. Respect needs to be gained over a period of time. Staff will make judgments about a manager's actions and behaviour in relation to a wide variety of circumstances and conditions. Respect is always hard to gain but easily lost.
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• Team members will expect a high standard of behaviour from managers at all times.
• Knowledge will be an important factor in gaining team member respect.
Self-Assessing Your Leadership Skills
One of the key aspects of effective leadership is to be aware of your own strengths and weaknesses as a leader. Take the time to analyse your own leadership skills. Leadership effectiveness will hinge on your understanding of your strengths and weaknesses. Be positive; the most important aspect of this exercise is to look for areas where you can improve. You will also have to look at how you will action your plan for improvement.
Weaknesses must be seen as opportunities. For example, if a team leader is not efficient at communication an opportunity exists to improve his or her communication.
Transition from Traditional Manager To Team Manager/ Leader
The transition to teams as a major workplace strategy will require managers and team leaders to embrace change in the way they operate. In many cases management and team leader roles are blurred into one role. The role has been absorbed into the team and away from a hierarchical management role particularly where the team leader has been elected by the team members.
A good example of the transition can be found in the concept of secrecy. In the past management has tended to plan in secret away from staff members however in a team environment managers and team leaders would plan with full team involvement sharing company goals and initiating team meetings as a planning tool. Another example may be in the `divide and control' syndrome. Many managers utilised this concept in the past so employees would not become dominant.
• Many management gurus would suggest that the management function is now more integrated into the actual team. Would you agree?
• Task specialisation in many cases is a concept of the past with multiskilling gaining popularity in recent times. Would this have an impact on your management style?
• Managers tend to instruct and order. Would a team leader's approach be different?
Managers and Team Leaders – An Ethical Approach
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Concepts such as ethics, integrity and credibility have never been more important in the commercial world. Organisations are much more accountable to their stakeholders and the general public. Organisations now have well-developed policies on:
• the environment
• health and safety
• equal employment opportunity
• recruitment, selection and induction
• termination
• product safety
• advertising.
Organisations not only have financial or profit goals, they now have social goals. Managers and team leaders must reflect company policies and ethical policies in the day-to-day operation of the business. Credibility and integrity are at the forefront of an ethical approach. Many organisations have adopted a code of ethics detailing their values and guidelines for ethical behaviour - but just because a company has a code of ethics does not mean that it will behave ethically. Adhering to ethical behaviour is a challenge for executives, managers, team leaders and staff but rewards will be reaped in terms of customer trust, faith and loyalty.
• Are `little white lies' permissible?
• Would you lie to gain a better outcome for all?
• What lengths would you go to in order to protect your staff?
• What acts from the above list would you not tolerate from a team member?
• Ethical policies should be visible to all team members and visitors to the organisation.
• Ethical positions may be a part of the organisational mission statement.
• Ethical organisations will promote and advertise their ethical standards.
• All stakeholders must be considered in the ethical approach.
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4. Liaise with stakeholders.
4.1 Establish and maintain open communication processes with all stakeholders.
Communicate information from line manager/
4.2 management to the team.
Communicate unresolved issues, concerns and problems raised by team members and follow-up with
4.3 line manager/ management and other relevant stakeholders.
Evaluate and take necessary corrective action
4.4 regarding unresolved issues, concerns and problems raised by internal or external stakeholders.
4.1 Establish and maintain open communication processes with all
stakeholders.
It has been said many times that good communication is the lifeblood of organisations. So much has been written about communication and for good reason. Nothing really happens without communication of some kind. Good communication should happen on all levels. It also needs to happen across various organisational levels. The best communication will flow from team members upwards towards management and at the same time downwards from management to team members. When communication only flows one way the potential for problems exist. Stakeholders of all descriptions will be affected by communication. The organisation and the team will need to communicate
with internal and external stakeholders.
Good communication won't just happen; it needs to be facilitated by effective systems and procedures. Organisational members will need a disciplined approach in adhering to agreed upon systems and procedures.
Communication procedures will assist in providing solutions to unresolved team issues. All teams and their management require follow-up supported by various types of communication.
Research Current Effectiveness
Good communication skills cover a multitude of concepts including:
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• listening effectively
• being an active contributor to team issues
• asking clear and relevant questions
• using clear, concise and professional language
• appreciating cultural communication differences
• communicating through a professional non-verbal image • giving clear and precise instructions
• participating actively in conflict resolution
• communicating with different levels of management
• presenting professionally at meetings
• being open to new ideas and concepts
• not judging or pre-empting others
• supporting the collaborative process with clear and supportive communication.
In the first part of this section you will be asked to research the communication channels within your own organisation including who communication is directed at and what systems and procedures are in place to facilitate effective communication. You will also be asked to identify where communication breakdowns are occurring. Keep in mind the points detailed above. Good communication is not just about speaking and listening, it involves attitude and maturity, and an individual's ability to be open and transparent to management and team members.
• Do you really know what levels of communication are leveled at you on a daily basis?
• Do you really know how much communication is given from your office each day?
• Don’t forget meetings, emails and faxes as a form of communication.
• Informal communication is important too.
• How much time do you spend listening and reading?
Channels
We have already established that communication is the lifeblood of any successful organisation. For this 'lifeblood' to really work for us we must ensure that strong open communication channels exist and are utilised appropriately. One might think of them as the organisational arteries which when utilised appropriately sustain not just a part but all of your operations. Consider your organisation as an organic whole. In order to grasp how fluently your organisation communicates it is important to identify the amount of time and the type of communication used in each channel.
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In many cases a dominant channel prevails and in some cases can be improved or supported with a different communication channel.
• Technology may include email, fax, etc.
• Most find that the dominant channels of communication are written and face to face.
• Emails are great but do they convey true feelings?
• Reports, Proposals and Presentations
Reports, proposals and presentations are well-accepted ways of communicating with senior management. All information and data presented to management must be well presented, organised strategically and timely. Only then will the team leader or manager's message be clearly conveyed to its audience. Reports, proposals and presentations may be verbal or written. In many cases they will be a combination of both. Oral presentations are often supported with documentation. Proposals also may be discussed between stakeholders but in many cases they are supported by data and information. In many cases the benefits of the written word will stay with the audience longer than the
actual words said. Proposals may also require that information is taken away for consideration and a later decision. If that is the case written documentation supporting the proposal is mandatory. Strong and dynamic proposals and reports will keep the communication channels open whereas weak proposals and reports will not motivate management's attention. At the same time reports must be objective. They must be factual therefore they will require that dynamism is balanced with objectivity.
Reports
Key characteristics of a report that gets and keeps management's attention are:
• targeted to the reader's interest
• clear in its purpose
• clear and concise
• supported by relevant data/figures
• able to be read quickly - managers will reel away from a massive number of pages
• accurate and hard on the problem not on the people involved
• recommends alternatives and calls for action.
In order to write an effective report you will need to address the following concepts:
• Analyse the reader's interest. They are your target audience. What are their needs?
• What are the most accurate sources of data and where will you source data from?
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• How will you organise and present the data in the most effective way? The data needs to `make sense' to the reader.
• The report may need a structure i.e. an introduction, the body of the report, and conclusions and recommendations.
• The report must be relevant.
Presentations
Presentations also need to include the characteristics mentioned in reports but other factors also come into play. The environment needs to be considered when making presentations. The following questions need to be asked:
• Is the room big enough?
• Will you include other specialist presenters to `break up' the meeting?
• Are there enough chairs?
• What technology will you use, e.g. PowerPoint presentation, overhead transparencies, electronic whiteboards?
• Will you need microphones?
• What assistance will you need?
• Will the group require drinks, refreshments and how long will the meeting go for?
• Analyse your writing skill. Can improvements be made? If so, how will you do this?
• In many cases fewer words are preferred when writing reports and creating proposals.
What Gets In The Way Of Upward Communication?
Communication necessarily involves human interaction. Even with electronic communication one has to be aware of the impact of human and situational problems. When humans are involved many possible `barriers' to effective communication may exist.
At the same time many organisations have entrenched barriers based on past events and situations. Some managers have historically favoured other teams or managers. Some organisational cultures have been built on
preventing open and free flowing communication. In the past hierarchical organisations thrived on taking communication in to their department and reshaping it to suit their needs. Many managers worked on the `divide and conquer' strategy. In fact many managers are still aloof, judgmental and jump to conclusions without proper information. These may be the roadblocks to effective communication and pose barriers to really being able to communicate freely.
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Management style includes the ability or non-ability to communicate. Some managers are open and able to discuss their personal self to others, some listen and take feedback but choose not to discuss options, others are totally closed in that they disclose very little and receive very little. Managers may be assertive, argumentative, hostile or aggressive - whatever the case their management style will impact on the communication flow.
• Consider your own feelings about your manager that impede open
communication.
• Consider what you think your manager feels about you. Is it accurate or do you imagine factors that really don't exist?
• Explore if technology can assist where face-to-face communication may be too hard.
Non-Verbal Communication
The focus on non-verbal communication in recent times has been on body language. There is no doubt that body language is a powerful concept but there is more to nonverbal communication than body language. Consider how gestures, appearance, facial expressions and eye movements impact in your communication sphere. We could argue that these are all aspects of the body language concept but some have special messages. For instance what does an untidy appearance say about respect for managers or the organisation? What can be deduced about someone with poor eye contact?
• It is best to read `clusters' of body language signals rather than just one?
• Body language and the tone of the voice are better communicators than words.
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Really Open Communication
Many organisations develop procedures and systems to facilitate open communication channels, however just because a procedure is in place does not mean that quality communication happens. Good communication habits must be adopted by those in tf process. Good communication starts with an understanding that no one communicates perfectly and that improvement can be made by each individual manager, team lead and stakeholder in the process. Some people are naturally better at people skills and communicating but everybody can improve their communication skills. An
important concept for managers and team leaders is to keep in mind that just because procedures are in place does not guarantee that communication is happening. Team members mu participate, support and work within the procedure by demonstrating empathetic communication skills. Procedures provide the mechanism for communication, but they do not communicate themselves, people do.
Many would argue that attitudes are the basis for good communication. They may be reflected in the following principles:
• Caring about what others are saying.
• Realising that one can always learn from communication.
• Being really focused on listening and talking.
• Realising that communication is a two-way process between speaker and listener
• Not being distracted by immediate surroundings.
• Tolerating other peoples' communication weaknesses.
• Being natural and honest in all forms of communication.
• Allowing your body language to show that you are giving the other person attention.
• Body language is a major factor in real communication. It’s easy to communicate when someone is open and friendly. It’s hard to be aggressive when someone smiles at you.
• Eye contact is crucial for real communication.
• Listening is probably the most important form of real communication. Good listening skills will set the foundation for real and relevant comments.
4.2 Communicate information from line manager/ management to the
team
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Management communication styles
As a manager or team leader it is essential that you develop a communication style that reaches your team. Any form of communication, even no communication at all will have an impact of one sort or another. It is the type of impact that we should be concerned about. We have already identified a wide range of means by which information can be communicated. The way in which each of these means is used is equally important. At this
stage it is useful to consider various styles of communicating, what motivates these and their potential outcomes. Let's begin by considering the following three leadership styles:
1. Authoritarian: These managers are firm, punitive, and unsympathetic and expect adherence to a strict standard of conduct. Staff are expected to take full responsibility even though their rights are limited. These managers like to be in control and are wary of handing over control to others. Communication channels are rigid and usually flow one way: from the top down. There is very little information sharing which leaves no room for ideas and contributions from staff. Staff are likely to feel mistrusted and will therefore mistrust others and feel undervalued. Staff may appear to be cohesive but underlying tensions will exist due to mistrust and inability to communicate effectively.
2. Permissive: These managers do not exert control - neither do they feel in control. Staff are given as much freedom as possible and are considered to have the same rights as management. Staff are often unclear on their responsibilities although much of the decision-making is done by staff. Communication channels are ad hoc and information shared lacks clarity, direction and usefulness. Staff are likely to feel uncertain of their status, lacking direction and unmotivated because there is no commonly communicated organisational goal. The team is not cohesive because there is no common direction.
3. Authoritative: Authoritative managers view the rights and responsibilities of themselves and staff as complementary. They make informed decisions and recognise the value in consultation and open communication with all stakeholders. Their demands are reasonable as well as rational and consistent. They encourage independence and responsibility amongst staff whilst working democratically and constructively within the limits of the organisation. Communication channels are strong and open. Staff feel informed, empowered and valued. The team is cohesive because there is a sense of mutual respect and motivation toward achieving a common goal.
The first two examples above may be considered extreme however if we imagine that management styles will lie somewhere along the continuum between Authoritarian and Permissive with Authoritative in the middle, we can more easily identify the positives and negatives of our own behaviours as managers or team leaders.
Information From Top Down
Information flowing from management to team managers/leaders is always critical information. It has to be received and decoded in an efficient way. Information may be sent in the following forms:
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• written in memos
• verbal instruction
• meetings with team members
• meetings with team leaders
• company newsletters
• notice boards
• a combination of some of the above.
Consider your management style as identified in the previous exercise. It is important to identify any hindrance to the flow of information between levels of management. For example, do messages from senior management become diluted by line managers on the way down? Review your organisation and make a list of what hinders communication to you as a manager and from you to team leaders and members.
Chain Of Command
Many potential barriers exist in the upward flow of communication from managers/team leaders to senior management but none have a more devastating impact than inequality of
status. When one considers the unequal distribution of rewards in most pyramidal structured organisations it is easy to see where inequality of status originates. For instance, the largest group in a company are the workers and they possess the least power and are paid the smallest wages. They may have very little control over their work. In fact they may be totally alienated from the end result of production. These factors of course are reflected in everyday status concepts such as job titles, company director versus factory worker, and so on. Where inequality of status exists it is easy to see why
difficulties arise when junior managers and team leaders try to communicate with senior management. Fortunately hierarchical structures in organisations have been challenged in recent times but status inequality remains in some organisations. Take the supermarket industry as an example. Ask a checkout girl what she does for a living and she may say, `I'm just a checkout chick' compared to a supermarket owner or manager who will say proudly, `I am the manager'. Can the difference in status here inhibit communication?
• Does power hinder communication in your business?
• Does your company have an open-door policy?
•
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Losing Control
One of the major barriers to effective communication and subsequent meeting of organisational objectives is that some managers fear they are losing control. Economic rationalisation in recent times has created an air of uncertainty in the workplace. Much of middle management has disappeared as organisations strive for greater efficiencies. This environment has impacted on the way managers and team leaders operate. Symptoms may be:
• failure to communicate openly
• managers not wanting to disclose information
• locked filing cabinets and offices
• reticence to `open up' at meetings
• managers playing politics with their peers
• team members not being told the full story in the communication process
• delays in implementing organisational strategies
• unhealthy competition between departments
• teams operating independently of the organisation's wishes
• all round `hidden agendas'.
Empowerment Strategies
As a manager it is vital that you establish strong working relationships with your team or staff. Effective communication is a two-way process in which all stakeholders feel that their contributions are listened to and valued. Let's look more closely at how some simple strategies can be implemented in order to facilitate the communication process. The left-hand column of the following table identifies a number of arenas in which groups or individuals can share ideas and information in relation to the following functions of an organisation: decision-making, planning and operations.
• Self-esteem and confidence may be two important factors in feeling good in the workplace.
• Being in control is different to getting a ‘buzz’ from being powerful.
• Strategies that support team member involvement will facilitate empowerment.
Building Real Trust in The Workplace
The answer to many communication problems has its roots in trust and the prevailing organisational culture. In many cases the communication relationships that exist between managers, team leaders and team members is so interwoven that it is nearly impossible
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to unravel. The real communication problems may be invisible to all concerned. In many cases external experts are commissioned to open the communication lines. In some cases an organisational culture will engender distrust between management levels as is indicated in the implications of management styles identified earlier. An organisation’s ability to embrace change and attitudes of senior management to middle management will all impact on the levels of trust. Ultimately trust is a two- way process. Real trust can only exist when both parties have belief in one another. This emphasizes the importance of a democratic organisation as demonstrated in the following table:
Figure 7:
Trust is a two-way process
Trust in management Trust in staff/ employees
Staff trust management to:
• Provide information necessary for them to carry out their work competently and with integrity
• Provide opportunities for consultation
• Provide appropriate feedback as a result of consultation
• Provide appropriate resources and to facilitate the communications process; e.g. access to a computer if email is part of the process
• Encourage and reward openness
• Encourage and reward the contribution
of new ideas
Management trusts staff to:
• Be responsible for their role in the communications process
• Provide feedback to management
• Be supportive to fellow staff in the communications process
• Access opportunities provided for communication
• Communicate in an open and constructive manner
• Contribute constructively to the
productivity of the organisation by
sharing ideas
• Trust takes time. Team members will not really communicate well until trust is gained. How can you listen properly to a manager if trust is not there rather than listen to what he or she is saying you will be thinking that he or she is not to be trusted.
• Trust can be strengthened by declaring your intentions and having common goals and objectives.
• A strong relationship exists between trust and team culture. If teams are open and mature trust levels will be high.
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Technology’s Role
Technology has had a massive impact on communication. However all technology needs to be user-friendly to gain maximum advantage. Technology such as email is so much a part of workplace of communication these days.
• How can you keep a personal touch to your communication using technology?
• Can databases improve communication?
Communication Can Cause Conflict!
Everybody sees communication as having a positive workplace role but some forms of communication can foster conflict. Unfortunately the positive flow of communications can be diverted by the unconscious negative habits that people have derived from earlier experiences. These can be difficult to change and have often resulted from previous put-downs or discouragements. For example, a person who has never been encouraged to think laterally, or worse still, has been scoffed at from an early age for having new ideas or approaches, will be more likely to resist open
communication for fear of a similar response. Negative expression often indicates that the person concerned feels disempowered. By placing obstacles in the communication pathways these people are often fulfilling an unconscious need to regain power or control. As a manager, dealing with situations where this arises calls for understanding and empathy. This is not always easy because the immediate response to negativity is often more negativity which in turn leads to conflict. Let's examine this in more detail. As social beings we all have the innate desire to belong. Belonging constructively to a group involves contributing, taking responsibility for our own actions, withdrawing from inappropriate conflict and cooperating. On the other hand, we may also choose inappropriate means by which to establish a presence. These include power, control, and attention, assuming inadequacy and seeking revenge. As adults these negative motivating factors are often subtly revealed in our communications without conscious intent. As a manager it is essential that you recognise these barriers to positive communication and develop strategies for empowering individuals within your team or organisation. Often it is the individual who overtly seeks power and control that feels most disempowered or is fearful of losing status within the group.
a. Consider the following phrases and communication approaches and reflect on the negative motivating factors of power, control, and attention, assuming inadequacy and seeking revenge.
`Yes but'- Many people use this sentence starter. It seems to want to erase what has just been said and replace it with your point of view.
`One answer'- People become fixated with one solution rather than looking for a variety of solutions when problem-solving.
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`Comparison' - Useless comparisons always irritate yet many people do it. `The old boss always did it this way' is both non-constructive and annoying.
'Dichotomisation' - An unusual term meaning the process of narrowly viewing only two options or solutions.
`Extremes and polarities' - Extremes are not normally conducive to good communication. Answers are normally found on middle ground.
`No response' - Not responding at all frustrates and disengages the communications process.
`Diverting or changing the subject'- This distracts from the communication goal and once again frustrates and stalls the process at hand.
• Usually team members will lose interest when communication blockers are used.
• Sometimes fewer words are better than more.
Prepare To Communicate
Communication is similar to many other management disciplines in that it seems to be much improved when you prepare. It really doesn't matter if the communication is written or verbal when time is spent preparing the message things seem to progress well. Consider the following concepts in preparing communication:
• What is the purpose of the communication?
• Can you use interesting and relevant information?
• Is the communication supported by valid primary and secondary research?
• Can any visual aids be incorporated to make the message simple and facilitate understanding?
• Can the message be delivered in a variety of ways?
• If the message is verbal consider the importance of eye contact, keeping it timely and using notes to support the message.
• Your report must include a copy of the questions asked.
• Assumptions, conclusions and recommendations must be made.
• Follow up with management to ensure recommendations are really considered.
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4.3 Communicate unresolved issues, concerns and problems raised by team members and follow-up with line manager/ management and other relevant stakeholders
Unresolved Issues
Team members will have issues that remain unresolved. When this is the case those issues will have to be documented and systems will need to be put in place so that team leaders and managers continue to work toward a resolution. No matter what the issue is, the chances are it will not go away. For team motivation and morale to continue unresolved issues must be addressed. Even if the process takes longer than anticipated most team members will appreciate progress. Team members will appreciate committed communication as the issue is worked through the system.
In most cases issues are recorded in meeting minutes or team member records. As a competent and thorough manager you will be required to keep accurate records to ensure that issues are not overlooked or forgotten. A manager who pretends to address problems but in reality hopes that team members may forget the issue or let it pass is courting disaster. Team members will quickly lose trust in a manager or team leader who does not address critical issues.
Mechanisms need to be in place to ensure two things happen. Firstly that team members have the means to highlight problems to management and secondly that processes are in place to follow up if the issues raised are not addressed. The end result is that action, even unpleasant action, must follow. The process may look similar to this.
Raise an issue = unresolved = reminder in place = follow up = action
= resolution
• Unresolved issues may be kept in the minutes of meetings to ensure they are nor overlooked.
• When unresolved issues are prolonged team members will lose faith in the team and its management.
Policies Show the Way
The development of a policy on unresolved issues may go a long way to minimising problems. When a policy is in place team members' confidence that unresolved issues will be resolved may be heightened. A policy should be developed with all stakeholders in mind. Following is an example of an organisational policy.
When you have read this audit, search your own organisation to see if a policy like this one exists.
Brain-Power International has a three Rs policy.
Restoration of communication
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Resolution of issues and/or conflicts
Reconciliation and growth of teams
Our company will endeavour at all times to address unresolved issues, concerns and problems raised by team members. The company believes that unresolved issues will erode workplace performance and failure to act on this will not be tolerated. Company policy insists that concerns and problems raised by team members must be addressed and followed up expediently and appropriately. We recognise the importance and benefits of problem resolution and the opportunities for growth that arise from this.
We strive to ensure an open line of communication and thereby promote flexible creative solutions that are agreeable to the individual's involvement in the disagreement. In doing so we:
• Encourage fair and informal resolution of problems.
• Insist that confidentiality and privacy be observed.
• Expect that all stakeholders will act reasonably and in good faith.
• Ensure that procedural fairness will apply to all stakeholders.
• Offer opportunities for external mediation where necessary.
We encourage the development and implementation of the following concepts and skills:
• conflict is an opportunity
• reflective listening
• assertion messages
• joint problem-solving
• agreement management
• pre-negotiation
• identification of positions and interests
• joint decision-making
• brainstorming for options
• successful closure of negotiation.
If your organisation does not have an existing policy on the resolution of issues, write a policy to suit your organisation. If your organisation already has a policy, review and strengthen it in the light of your current understanding.
Tips for effective conflict resolution
When conflicts arise, the first line of communication for job-related matters is usually your next in command. Discussion at this level can usually solve problems that may develop and
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often leads to a better working relationship. Below are some tips that may be helpful in resolving employee and/or work-related problems:
• Analyse the situation.
• Define the problem. • Talk about your interests: What do you really care about? What do you need to
have happen?
• Develop goals and objectives. How would you like things to be?
• Generate ideas/options for satisfying interests or achieving the desired outcome.
• Discuss, evaluate various options, negotiate, and then decide.
• Make sure there is a clear plan for implementation, and then implement.
• Review and evaluate how things are going.
Detail how the issues have been, or are going to be, dealt with. Use the following criteria as a guide:
• promptness
• effectiveness in terms of outcomes
• were procedures for issue resolution adhered to?
• were all relevant parties consulted?
• Do you think this analysis has identified areas for improvement within your participatory arrangements and consultative processes?
• In conducting your review of employees, did you identify a consistent attitude toward resolving issues within your organisation?
• How does this attitude align with the goal of creating a positive communication environment?
4.4 Evaluate and take necessary corrective action regarding unresolved issues, concerns and problems raised by internal or external stakeholders.
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What’s The Problem?
It is critical that managers and team leaders have an accurate understanding of unresolved issues to prevent them developing into spiralling problems. A process that many managers find helpful is as follows:
1. Get the facts.
2. Work with the stakeholders.
3. Develop a range of solutions.
4. Take action.
5. Check results (and evaluate).
Once the facts have been gained, all the stakeholders must contribute to developing a range of solutions that addresses the unresolved issue to the stakeholder's satisfaction. Once a solution has been agreed upon it must be actioned. There should be no delays or stakeholders will lose faith and morale will suffer. Once action has been taken all stakeholders should evaluate the results and further action can be taken if necessary.
Take a Flexible and Creative Approach
Effective managers will be flexible in dealing with team issues and problems. Flexibility will be a crucial ingredient in the communication, negotiation, and mediation and arbitration processes. When both team member and team leader are flexible there is an excellent chance that a win-win resolution will occur. A rigid approach where all parties refuse to budge from their position will not assist in resolving issues.
Add creativity to flexibility and managers and team members have a very real chance of resolving issues. Unfortunately our education system and ensuing rigid management structures do not encourage creative thinking. Many managers are trained to operate within the walls of a box never having the opportunity to push the walls and test the system. Effective team leaders and managers will be more successful at resolving issues when they feel comfortable `testing the boundaries'.
Managers will need assistance to develop flexible and creative thinking to resolve issues. Training in these concepts is important, but first it is important that managers and team leaders become aware of the circumstances where flexible and creative thinking can be applied.
• When people believe they have a ‘right’ to stand on their opinion conflict
normally occurs.
• Mutually agreed solutions normally arise from a flexible and creative approach.
• When two people are rigid in their approach the action choices are severely limited.
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Mediation may be the Key
Mediation comes from the term meaning to 'be in the middle'. This is a position many team leaders and managers may find themselves in but this does not mean that a team leader or manager is the best person to deal with an unresolved issue. Normally it is the opposite. It is good practice to involve a third party, an intermediary, to settle issues.
Intermediaries are special people. They act in a neutral way to bring parties together guiding them rather than instructing them what to do. A clever
intermediary will facilitate a process where parties generate their own solutions. Settling issues and disputes involves special communication skills that involve negotiation and mediation.
• Remember a mediator does not fix the problem; rather he or she concentrates in assisting the combatants to reach their own resolution.
• Mediators must not be seen as taking one particular side against another.
Negotiate To Yes!
In many cases unresolved issues and problems between managers, team leaders and team members will be resolved in a process of negotiation. Negotiation is not about one party winning over another party. It is about both parties having a win and completing the negotiation feeling good about the outcomes. This can only happen with a planned and structured approach from the beginning. Not all negotiation ends up with a satisfactory outcome. Some team members may not budge from their position or some
managers may refuse to compromise but if the negotiation is subject to a formal process then it stands a much better chance of success. Generally the process will look something like this:
Stage 1 Planning Prepare your position and consider the other
person's wants and needs. Gain a clear understanding of
what you can give and what you really want from the
process. Managers may plan questions they may want to
ask.
Stage 2 Introduction Managers will greet negotiators and present an
orientation. Value each person and the process. Question the other person in terms of understanding their position. Explore the level of cooperation and how communication is best achieved. Gather a sense of the other person's willingness to negotiate. Good questions will also cover the ground rules for the exchange. Effective managers will establish the ground rules including a possible time limit and distinguish people from the issues.
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Stage 3 Interchange of claims Put claims on the table, identify issues by questioning, and listen carefully and attentively. Make sure you really understand the issues.
Stage 4 Explore options. Be open about possible solutions. Think creatively. Look `outside the square' for solutions. Research where mutual gains can be made. Test the options always looking for a win-win outcome. Brainstorm for solutions/outcomes.
Stage 5 Summarise After outcomes are chosen summarise the outcomes verbally and in some cases in writing. Seek agreement from the negotiators. Do any 'what ifs’ exist? Arrange to follow up.
• Examine the role of communication in the process.
• Managers may facilitate a negotiation process.
• What happens to the process if tempers are lost?
• Consider appropriate questioning techniques.
• Aim for a win-win outcome, where all negotiating parties win.
John goes to senior management with his claims will he undermine his line manager's authority?
• Is it inevitable that senior management will find out that John's manager is not passing on requests from his team leader?
• What are the possible repercussions of this case?
• What possible reasons could John's line manager have for blocking the communication?
• What recommendations would you make to ensure that requests of this type made it through the management channels?
Team Members’ Needs Can be a Problem
What happens when team members do not respond to communications from managers or team leaders? Quite often the problem is one of needs. Some managers or even the organisation may be perceived as not being effective in terms of communication needs. Team members will have needs that must be met in resolving issues. The need to be heard and understood, the need to be recognised for effort and the need to feel they belong to a team are some of the needs that may be applicable. When unresolved problems occur diligent managers will take time and effort to analyse team members' needs and move toward resolution.
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Course Unit: BSBWOR502A – Ensure team effectiveness
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