NATIONAL CERTIFICATE: FARMING SAQA 20288

- LEVEL 2-120 CREDITS

FACILITATOR GUIDE
SAQA: 8420
OPERATE IN A TEAM

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Facilitator Information:

Details Please Complete this Section

Name & Surname:
Organisation:
Unit/Dept:
Facilitator Name:
Date Started:
Date of Completion:

Copyright
All rights reserved. The copyright of this document, its previous editions and any annexures
thereto, is protected and expressly reserved. No part of this document may be reproduced,
stored in a retrievable system, or transmitted, in any form or by any means, electronic,
mechanical, photocopying, recording or otherwise without the prior permission.

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Facilitator Guide Introduction
About the This Facilitator Guide provides a comprehensive overview of
Facilitator Guide… OPERATE IN A TEAM, and forms part of a series of Facilitator
Guides that have been developed for NATIONAL CERTIFICATE:
FARMING SAQA 20288 - LEVEL 2-120 CREDITS The series of
Facilitator Guides are conceptualized in modular’s format, in
accordance with the Learner Guides. This guide has been designed
and developed to assist you in effectively and efficiently prepare and
implement your various training interventions.
Purpose The purpose of this Facilitator Guide is to assist facilitators in
delivering training sessions, related to NATIONAL CERTIFICATE:
FARMING SAQA 20288 - LEVEL 2-120 CREDITS The Guide also
provides information on facilitation methodologies and strategies to
be adopted during training sessions.
US No US Title Level Credit
8420 OPERATE IN A TEAM 2 4
Objectives  To understand the facilitation methodology and strategy to be
adopted for this learning program
 To provide the necessary learner support and guidance during
the training session
Outcomes  A person assessed as competent against this unit standard will
be able to: Operate in a team, understanding the structure of the
team, and the roles and responsibilities of each team member.
Facilitation The programme is very practical and aims to provide practical tools
Methodology and skills for adult learners. The methodology should ensure that:
 The learning environment is physically and psychologically
comfortable.
 Contact training periods are short and varied to avoid
boredom.
 Learner expectations are articulated and clarified and
managed by the learner and facilitator.
 The experience of participants is acknowledged and drawn on
in the learning programme.
 Facilitation, rather than teaching, is used to allow participants
to participate fully.

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  The facilitator balances the presentation of new material,
debate and discussion in such a way that the outcomes of the
module are met, while ensuring that all participants are
valued and are able to contribute to the learning process.
 The learning will be problem-oriented, personalized and
accepting of participants’ needs for self-direction and
personal responsibility.
 The module presented in a way that allows a participant to
participate fully in the language of their choice.
 The facilitation process accommodates participants who may
not be literate, or who are not literate in English.
The contact session uses a participatory methodology. This is appropriate for
adult audiences who come with a wide range of experiences and skills. It also
accommodates a broader range of learning styles. Some techniques that can
be used include:
Method Description
Structured learning experience Participants engage with a
complex game or activities that
represent real-life situations
that they may encounter in the
course of their work as a Ward
Committee member.
Case study This is a realistic story or real-
life situation that has taken
place, in which participants
need to apply their knowledge
and skills to practice how they
can deal with the issues
presented.
Group work Participants work on tasks in
their groups and report their
findings back to plenary.
Lecture The facilitator presents a short
talk (maximum of 10 minutes)
to introduce a new subject, to

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 provide details, or to wrap up a
session.
Discussion This is a free exchange of ideas
or experiences on a particular
topic. It may be between the
facilitator and the participants
or between the participants.
Brainstorming Participants generate a number
of ideas on a particular subject
or question. It may be used to
gather different opinions or to
find out what participants know
about a particular topic.
Role-play Participants are asked to act out
a scenario where each
participant plays a particular
role. A role-play may be used to
illustrate how people respond in
different situations.
Panel discussion This is a planned presentation
by one or more experts. It may
be followed by a discussion
session or a round of questions.
Resources  White board and/or Flipcharts
 Laptop & Data Projector (not compulsory)
 Facilitator & Learner Guide
 Learner Workbook
 Appendices (attached to learner guide)

Time Contact/ Facilitation Days 1 days

Theory 2 Hrs.
Practical 6 Hrs.
Assessments 2 Hrs.
Workplace Application Days 2 Days
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Facilitator’s Checklist & Training Aids

Learner support strategies:

Learners are supplied with all resources and aids as required by the program – including:

 Objects & devices such as equipment, protective clothing, and safety gear,
etc.

 Learner Guides and Learner Workbook

 Visual aids, etc.

Use this checklist below during your preparation to ensure that you have all the
equipment, documents and training aids for a successful session.

Preparation: Yes No

Qualification Knowledge – I have familiarised myself with the

content of the applicable qualification

Unit Standard Knowledge – I have familiarised myself with the

content of all aspects of the applicable unit standard

Content Knowledge – I have sufficient knowledge of the content to

enable me to facilitate with ease

Application knowledge – I understand the programme matrix &

have prepared for programme delivery accordingly

Contextualisation – I have included information which is specific to

the commodity and practices related to the commodity

Ability to respond to learners background & experience –

I have studied the learner demographics, age group, experience &
circumstances & prepared for programme delivery accordingly

Enthusiasm & Commitment – I am passionate about my subject &

have prepared my programme delivery to create a motivating
environment with real commitment to success

Enterprise knowledge – I know & understand the values, ethics,

vision & mission of the workplace & have prepared my programme

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delivery, reporting & administrative tasks accordingly.

Equipment check:

Learner guides x 1 per learner

Assessment guides x 1 per learner

Writing materials & stationary (facilitator & learner)

White board & pens

Flip chart paper

Proximal projector & screen

Laptop & programme disk

Sample Hand-outs and examples of laws and other relevant

documents

Safety gear as prescribed by unit standard and applicable legislation

Documentation checklist:

Attendance Register

Course Evaluation

Learner Course Evaluation

Portfolios of evidence

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Learning Program Time Frames
Total time Theoretical Practical learning Activities
allocated learning time time allocated to be
(hours) allocated (hours) (hours) completed

Complete 20 hours 6 hours 14 hours

Program
(including
summative
assessment)

Learner 1 hour 30 minutes 30 minutes

Orientation and
“Ice Breaker”

Purpose, 1 hour 30 minutes 30 minutes

Introduction
and Learner
Directions

20 hours 6 hours 14 hours

Preparation for 0.5 - - -

Assessment &
revision

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 TRAINING PROGRAM

Briefing Session: Day1

1. Introduction to the Learning Units

Start with an “ice-breaker”, and eventually discuss the global

outcome of the learning units with learners and emphasize the
assessment process.
Topics Time Remarks
 Ice Breaker 15 min Please refer to Learner
 Course expectations Guide and Assessment
 Assessment Criteria 10 min Guide for details.
 Learner’s Responsibilities
5 min

2. Training Ground Rules

Discuss the training session ground rules with learners to avoid
disturbance during the session

Topics Time Remarks

 Learning Units estimated time 10 Min Write down the training
 Ethical behavior session ground rules and
 Cellular phones – (off/silent) keep them posted in the
 Breaks – (tea, lunch….) classroom for the duration
 Etc… of the session.

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 SESSION 1:
Identify the structure and purpose of a particular team
UNIT STANDARD ID: 8420

Discuss the Learning Outcomes introduction with the learners.

Topics Time Remarks

 8 Hrs Ensure that all learners
participate in the
discussion by asking them
relevant questions.
Ensure that learners
complete the activity in
their learner workbooks.

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 WORKBOOK MEMORANDA
Operate in a team
UNIT STANDARD NUMBER : 8420

LEVEL ON THE NQF : 2

CREDITS : 4
FIELD : Agriculture and Nature Conservation

SUB FIELD : Forestry and Wood Technology

Answer the following question in the space provided below.

Activity Questions Description Mark

1 Define a team and sate the importance of working as a team 5

A team is a collection of individuals organized to accomplish a common purpose, who are interdependent, and who can
be identified by themselves and observers as a team. Teams exist within a larger organization and interact with other
teams and with the organization. Teams are one way for organizations to gather input from members, and to provide
organization members with a sense of involvement in the pursuit of organizational goals. Further, teams allow
organizations flexibility in assigning members to projects and allow for cross-functional groups to be formed.
Activity Questions Description Mark
Identify some team structure and purpose
2 10

1.Business Teams
Sales Team
The Sales Team's job is to penetrate large sites that could use our software for their benefit. We
can’t run really large sites, but there are definitely sites that we can collaborate with build the
brand for our software. In the future the Sales team needs to target commercial sites that will

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actually pay for implementation of rainbow.
Marketing Team
The Marketing teams job is to spread the word of the software. This may mean we have people
speaking at user groups to explain what the software does to writing articles on sites like Site
Point, ASP.NET, and MSDN. We also need to get proper link exchanges and partnerships with
major Rainbow sites. As you can see the Marketing team also needs to be party public relations
and make sure people have a good impression about our organization.
Distribution Team
The Distribution team job is to distribute software using every possible channel. This means
online software distribution, CDs or USB jump drives at user groups. Wherever the software is
presented, access to it needs to it needs to be a no-brainer. Distribution and Marketing are linked
at the hips, but distribution is different from Marketing. Marketing spreads the word of the
software while Distribution spreads the software.
2. Support Teams
Documentation Team
The Documentation team is EXTREMELY crucial to our cause. The documentation team needs to
understand the needs of customers. ( Designers, Developers, Site Owners, Administrators)
Issue/Bug Team
Issue and Bug resolution is also a no-brainer. This team needs to collect critical bugs/issues
reported by customers and developers and prioritize them for our team to process.
Community Team
The Community team is in charge of our mailing lists, forums, blogs, and any community related
sites. It's job is to ensure the extended community runs smoothly and is informed about our
progress so that customers feel confident about our process and our software.
3.Infrastructure Teams
Database Team
The Database team needs to consist of some solid DBAs and Database developers that can
support an enterprise infrastructure for our team. These databases aren't limited to just our
software, but for software like Forums, Blogs, Wikis, Issue Tracking, and project management
Software.
Source Control Team
The Source Control team is responsible for all our software's source and configuration. This
includes sandboxes and our environments. The Production teams will work closely with the
Source Control teams to produce and release our product.
Web Server Team

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The web server teams need to support all our sites at the system level and make sure that our
web and application servers are tuned for optimal delivery of content and software.
Security Team
The security team needs to protect our infrastructures from evil hackers and malicious teenagers
looking to disrupt our progress. They should be acquainted with threat modeling for web,
database, and source control systems.

4. Sites Teams
Site Deployment Teams
Staging
All content for websites needs to be in a staging environment before being published to
production. Our current workflow in the software isn't really up to par to my standards so a new
system needs to be made for this to work like professional sites.
Live
All Live content needs to be on a separate site from the staging site. These sites should be
optimized and secured for public consumption.
Site Content Teams
Responsible for Site design, content creation, updates and maintenance. The Site content teams
are closely linked to ALL of the teams as they are responsible for the face of the organization and
publishing the content that needs to go out to customers.
Rainbow Home Site Team
Rainbow Customer Center Site Team
Rainbow Support Site Team

5. Production Teams
Design Team
The Design team's job is design the best possible user and software interfaces for the next
iteration of the software. I emphasize "next iteration" as I don't want our team to be in a constant
design mode where we perfect something that's not yet created.

Development Team
The development team's job is to understand the requirements and designs created by the
Business and Design teams and start implementing them.
Architecture Team
The Architecture team's job is to understand the full state of the software and related databases

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and ensure consistency everywhere. Although closely related to design, Architects need to look
at code and seek ways to improve and refactor the implementation by developers. At times they
need to lead the developers and show them the way to make the software to be more solid and
scalable.
Integration Team
The Integration Team's job is to take all of the pieces of code across all development areas and
produce a piece of software that can be installed and tested.
Testing Team
The testing team's job is to take the product that is created and test it from all feasible angles to
ensure quality, reliability, and scalability.
Release Team
The Release team's job is to create the deliverables for Distribution. This means making easy to use installers, upgraders,
and migration tools.
Activity Questions Description Mark
3 Give some qualities of a good team leader to lead a team 4
 Respects their team; listen to others points of view and believe the best ideas come from
multiple perspectives.
 Understands the value of interdependence in working towards a clear common goal.
 Has developed relational skills to deal with conflict and personality differences.
 Encourages the team to feel ownership of the cause or project. “ours not mine.”
 Gives credit to the whole team for accomplishments.
 Makes it safe to be honest and vulnerable with each other.
 Can encourage a team in how to solve problems together, instead of imposing his own
solutions.
 Celebrates each team member’s skills and accomplishments.
 Recognize the value of good relationships and encourages care for each other.
 Demonstrates value for the different backgrounds and skills each team member brings to the
team.
 Can admit to and own his or her mistakes.
 Is perceived as being “other” focused, not “me” focused; genuinely wanting each other to
succeed.

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 SESSION 2:
Describe and carry out the roles and responsibilities required to work in a team.
UNIT STANDARD ID: 8420

Discuss the Learning Outcomes introduction with the learners.

Topics Time Remarks

 8 Hrs Ensure that all learners
participate in the
discussion by asking
them relevant
questions.
Ensure that learners
complete the activity
in their learner
workbooks.

Activity Questions Description Mark

4 What Is A Project Team? 4
A Project Team is an organized group of people who are involved in performing shared/individual
tasks of the project as well as achieving shared/individual goals and objectives for the purpose of
accomplishing the project and producing its results. The team consists of the full-time and part-
time human resources supposed to collaboratively work on producing the deliverables and

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moving the project towards successful completion. A group of people turns into a team when
every person of the group is capable of meeting the following conditions:
 Understanding the work to be done within the endeavor
 Planning for completing the assigned activities
 Performing tasks within the budget, timeline, and quality expectations
 Reporting on issues, changes, risks, and quality concerns to the leader
 Communicating status of tasks
 Being a person who can jointly work with others
So when you look for candidates to your project group, first make sure a candidate is ready to
meet all the conditions; otherwise switch to another candidate. If you understand this, you get
more chances to find the best candidates.

Activity Questions Description Mark

What Is Project Team Organizational Chart and identify checklist for
5 7
creating a project team organizational chart
A Project Team Organizational Chart is a detailed and document-based graphical
representation of the team to outline specific roles, duties and responsibilities of the team
members and other stakeholders participating in the project, and to formally constitute how
exactly they are expected to collaborate with each other throughout the course of the project
implementation process. It is also regarded as a mechanism of managing team development
processes through designing training programmes based on the group relationships established
by the chart. The team leader usually uses the organizational chart to thoroughly keep track of
the processes associated with team management, and to record particular relationships between
group members during the course of the implementation life-cycle. Team members use the chart
to explore what roles and responsibilities they have been assigned to, who will share those roles,
and who will manage and lead their efforts. Here’s a small checklist of the key tasks for creating
a project team organizational chart:
1. Make a Project Team List. First you need to list all the people (and theirs names) who are
supposed to be the participants of your project team. You can do this after you’ve finished
interviews with candidates to the team.
2. Allocate the Conventional Roles. Now you must think about what individuals will take
what roles. Use the results of your interviews to start with leaders, then list members and
contributors.

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3. Assemble the Whole Team. Use your team list with the details on the roles assigned to
your people to assemble the team. This means you need to formally constitute the team.
4. Identify the Stakeholders. Your team if formed, now you need to identify the stakeholders
or those people/organizations having a direct interest in or affected by your project. They are
the sponsor and the customer. Note that although the stakeholders are not participants of the
team, they’re added to the project team organizational plan because they influence decisions
of the team.
5. Build the chart. Finally use all the data to create the chart and display relationships between the team and
stakeholders on it. The relationships will show who is reporting to whom and what supervisory mechanism is used
for leading teamwork.
Activity Questions Description Mark
What are the roles and responsibility of team members and the team
6 10
leader
Understand the Team's Objectives
On the occasions that teams don't function well, it's often because there's a lack of
communication and understanding about what the group's objectives are. If you want to be a
good team player, make sure you understand the group's goals. Ask key questions like these:
 Why are we here?
 What is the 'perfect ending' to this project?
 What is our deadline?
 How often will we meet?
 What is our budget?
 Who is in charge of implementing our ideas?
 What roles and responsibilities will each of us have?
 Be clear about what you're there to do. This will help you complete your tasks to the best of
your abilities.
Be Reliable
We've probably all worked with people who have made promises they didn't keep. It's frustrating
when someone says one thing and does another, and it can really slow a group's progress. You
can be a valuable asset to your team simply by delivering what you said you would do – on time.
For some people, it's all too easy (and, unfortunately, quite common) to make promises they
can't keep. But you may really surprise and impress people by following through on what you say
you'll do. If you commit to completing something for the group by the end of the day, make sure
you do it. If you say you'll attend the 5:30 meeting, don't be late. Being reliable also applies to
the work you do for the group. If you have high standards, people will depend on you to produce

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quality work. If your output is excellent one day, but only average the next, the team may regard
you as being unreliable.
Be a Good Communicator
Be involved and active within the group. If you sit silently while someone else discusses an idea
that you know won't work, you could damage the team's chances of achieving its outcomes. If
you're got an alternative suggestion that might be more effective, then share it with the group.
The opposite applies as well: If people discuss a plan that you think is great, then speak up. Tell
them what an inspiring idea you think it is. They might really need and appreciate your support,
even if they don't show it. When you communicate with your team members – whether showing
support, or challenging their thinking – it's important to stay positive and respectful. Even if you
disagree with someone, don't become emotional. Being objective and fair will make a good
impression; getting upset and angry won't.
Stay Flexible
If you've ever worked with a team, you probably know that things can change quickly. People
may join or leave the group, budgets may be reduced, or goals may be redefined. The best team
players know how to be flexible. They don't fight change –instead, they see it as a new
opportunity for growth. You may find that that the group members, the approaches you use, and
the goals you started with have all changed by the time you've finished. By staying flexible, you
can take advantage of the new opportunities that arise during the project, and you'll be able to
help others do the same. Your willingness to remain comfortable and positive in a constantly
changing environment is an important business skill – and your boss will likely notice.

Tips for Being a Good Team Member

Don't cherry-pick projects. It can be tempting to choose only those projects that seem easier,
or ones that offer more benefits. But if you choose more difficult projects, and accept what's
offered to you, you'll earn a reputation for being a hard worker. Your boss will notice your
willingness to take on a challenge, and it will pay off in the long term. Support other people on
your team by offering positive feedback, and providing help if they need it. Your willingness to
collaborate and help others will make a good impression on both the group and upper
management.
Share information and resources with your team. Remember, you're all there for one
purpose – and by keeping everyone informed, you contribute to that goal. If you have past
experiences or knowledge that can help others, then offer it. They'll appreciate the help.
Keep a positive attitude. If you complain, delay, or give the tough assignments to others,
people will notice – and they may start to avoid you. A positive attitude can be a refreshing
change, and it will help others stay focused and productive as well.
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Key Points
Being a good team player isn't always easy. Teams are usually created to solve difficult
problems, and they often have tight deadlines and strict budgets. But this can be your chance to
shine. Look at teamwork as not only a challenge, but a great opportunity.
Help your team by using your strengths, clearly understanding your role, and staying flexible and
reliable until the project is completed. Be positive, and help others as much as you can. By being
cooperative and willing to work hard, you'll make a good impression on everyone – including your
boss.

SESSION 3:
Identify factors affecting a team within workplace and learning environment and
explain affect
UNIT STANDARD ID: 8420

Discuss the Learning Outcomes introduction with the learners.

Topics Time Remarks

 8 Hrs Ensure that all learners
participate in the
discussion by asking
them relevant
questions.
Ensure that learners
complete the activity
in their learner
workbooks.

Activity Questions Description Mark

7 Identify Causes of Conflict in Teams 7
Team conflict in the workplace happens!

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When conflict begins to really hurt a team it is usually because earlier differences have not been
acknowledged or addressed by the team leader. Team members and even the team leader react
to differences among the team, in ways that divide rather than unify.Negative and divisive
reactions to differences within a team may look like:
 One member becoming impatient and irritated with another whose personality type they do
not understand.
 Ideas are attacked before they are completely expressed; one member being cut off by
another.
 Members taking sides and refusing to compromise
 Member disagreeing on plans or suggestions
 Comments and opinions being shared aggressively or defensively.
 Members attacking each other on a personal level in subtle ways.
 Members disagreeing with the leader's suggestions and talking behind his back.
 A member or the team leader being fearful of conflict because they have never seen conflict
handled well.
 A team leader giving way against their better judgment, because of having insufficient skills to deal with any of the
above.
Activity Questions Description Mark
8 Identify effects of conflicts and ways to manage them 7
Slows production and divide the workplace

Ways to manage
Some characteristics of effective teams are clear direction and responsibilities, knowledgeable
members, reasonable operating procedures, good interpersonal relationships, shared success
and failures, and good external relationships.
Clear direction.
Clear direction means that the team is given a clear and distinct goal. The team may be
empowered to determine how to achieve that goal, but management, when forming the team,
generally sets the goal. A clear direction also means that team outcomes are measurable.
Clear responsibilities.
Clear responsibilities means that each team member understands what is expected of her or him
within the team. The roles must be clear and interesting to the team members. Each team
member needs to be able to rely on all the other members to carry out their roles so that the
team can function effectively. Otherwise, one or two team members come to feel that they are
doing all the work. This is one of the reasons so many individuals are initially reluctant to join
teams.
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Knowledgeable members.
An effective team will be comprised of individuals who have the skills and knowledge necessary
to complete the team's task. Cooperation is essential at an early stage in inventorying the skills
and knowledge each member brings to the team, and working to determine how to utilize those
skills to accomplish the team task.
Reasonable operating procedures.
All teams need a set of rules by which they operate. Sports teams for example, operate
according to a clearly laid-out set of rules about how the game is played. Similarly, work teams
need a set of procedures to guide meetings, decision making, planning, division of tasks, and
progress evaluation. Setting, and sticking to, procedures helps team members become
comfortable relying on one another.
Interpersonal relationships.
Teams are composed of diverse individuals, each of whom comes to the team with his or her own
set of values. Understanding and celebrating this diversity helps to make a stronger, more
effective team.
Sharing success and failures.
Everyone wants to feel appreciated. Within a team, members should be willing to express their
appreciation, as well their criticisms, of others' efforts. Similarly, the organization must be willing
to reward the team for successful completion of a task and hold all members responsible for
failure.
External relationships.
In the process of building a strong team, groups external to the team are frequently ignored. In
order for the team to successfully complete its task, it cannot operate in isolation from the rest of
the organization. Teams need help from people within the organization who control important
resources. Establishing clear lines of communication with these people early on will facilitate the
completion of the team's task.

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 SESSION 4:
Describe the workplace and learning environment organisation.
UNIT STANDARD ID: 8420

Discuss the Learning Outcomes introduction with the learners.

Topics Time Remarks

 8 Hrs Ensure that all learners
participate in the
discussion by asking
them relevant
questions.
Ensure that learners
complete the activity
in their learner
workbooks.

.
Activity Questions Description Mark
Demonstrate understanding of Workplace Performance Factors
9 7
that can affect a team
 Goal-setting
Employees are involved in setting meaningful goals and performance measures for their work.
This can be done informally between the employee and their immediate supervisor or as part of

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an organization's formal performance management process. The key here is that each employee
is actively engaged in the goal-setting process and takes ownership of the final agreed goals and
measures.
 Performance feedback
Information on how the employee is performing is fed back regularly to employees. This consists
of both positive feedback on what the employee is doing right as well as feedback on what
requires improvement. The feedback is objective and delivered with the appropriate
interpersonal and conflict resolution skills and can be a mix of both informal feedback and
feedback delivered as part of a formal performance management cycle.
 Role congruity
The role that the employee is required to perform is consistent with their expectations on joining
the organization and any subsequent training. The organization's role expectations are typically
reflected in formal documents, such as Job Descriptions and Role Specifications. These
expectations are consistent with tasks allocated by the employee's immediate supervisor.
 Defined processes
The organization constrains the variability of how work is actually performed through
documenting processes and communicating such expectations to employees. The organization
verifies on a regular or random basis that the work is actually performed in the way required.
 Workplace incentives
The organization has determined what motivates its employees and has set up formal and
informal structures for rewarding employees that behave in the way required. Rewards may
consist of a mix of internal rewards, such as challenging assignments, and external rewards, such
as higher compensation and peer recognition.
 Supervisor support
Immediate supervisors act as advocates for employees, gathering and distributing the resources
needed by employees in order for them to be able to do a good job and providing positive
encouragement for a job well done. Supervisors display the interpersonal skills required to
engage employees and enhance their self-confidence.
 Mentoring/coaching
Skilled and respected people are available to employees to help them perform better in their
current role and to assist them develop further into a future role. Mentors and coaches may be
internal to an organization or external. Either way, they possess the necessary facilitation skills
to assist employees develop and apply new sills.
 Opportunity to apply

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Time and material resources are available to employees, enabling them to perform to the best of
their ability. Individual workloads and organizational systems and processes do not hinder
employees from applying established skills or from practicing newly learned skills.
 Job aids
The work environment is set up so that templates, guides, models, checklists and other such
workplace aids are readily available to help minimize error rates and customer dissatisfaction.
Communication
 Without effective communication, individual teams or departments cannot function alone or
work together with others as one large team. Create a clearly defined team structure by
making each person's exact role and purpose clear to all employees. Hold regular evaluations
of individuals and the team as a whole to identify areas of needed improvement or change.
During evaluations, give employees a chance to talk before providing constructive feedback.
Inclusion
 Each team member must be free to voice his opinions or ideas and able to have them heard.
Encourage employees to share their thoughts or concerns with the rest of the team at
regularly scheduled meetings. During these open discussions, listen to and consider all
opinions. Place a suggestion box in a convenient place for employees to submit written
statements suggesting ways to improve the work environment, increase productivity or
address problems. People want to feel like they are contributing to the company's success.
Acknowledgment
 Find ways to reward teams or departments when they achieve or surpass set goals. A reward
can be something as simple as providing lunch for the team. Observing positive rewards
makes other teams or departments strive to improve and work better together. Even when
rewarding team efforts, recognize each person's individual role in achieving the goal. Admit
when mistakes have been made so they can be corrected and not repeated. Encourage team
members to admit when making errors; identify it as a great learning opportunity -- not as a
way to punish or single out someone.
Cohesion
 A strong team must stick together; members must trust and be willing to help each other.
Respect must be given to those in all job positions, including team leaders. Immediately stop
incidents that hinder productivity, such as bullying, violence, harassment or other conflict
among team members. Hold workshops and meetings about these issues and explain the
company's strict policies on their handling. Encourage diversity as an opportunity to learn
from others; people from different backgrounds can bring new perspectives to issues. Put
aside differences to fully focus on tasks at hand. Bring team members closer by playing team-
building or icebreaker games that allow them to learn more about each other. The more you
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 know about a person, the more you can appreciate the reasoning behind his words and
actions. As an award or around the holidays, let each team or department choose an activity
to enjoy together to further strengthen the team bond.

SESSION 5:
Review the effectiveness of a team
UNIT STANDARD ID: 8420

Discuss the Learning Outcomes introduction with the learners.

Topics Time Remarks

 8 Hrs Ensure that all learners
participate in the
discussion by asking
them relevant
questions.
Ensure that learners
complete the activity
in their learner
workbooks.

Activity Questions Description Mark

10 Define Performance review 3
Performance review is a continuous cycle of activity. Objectives are set at the beginning of a
review period, regular coaching is provided during the review period, and evaluation is
completed at the end of the review period to document how well the performance objectives
were achieved. The formal review should be documented in accordance with the company's

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human resources performance review procedures, at the end of each major phase of a project,
whenever the team member or team leader is about to leave the project, at the end of the
project, or on a minimum six-monthly basis.

Review the team member's objectives that were documented at the time of the last such review.
Refresh your memory by referring to supporting documentation (such as a critical incident log,
personnel files, or hand-written notes) regarding the performance of the team member during
the period under review. This encourages a more balanced review of the entire period and
provides specific examples (good and bad) to support your evaluation. Set up a time with the
team member that is convenient for both of you to go over the review. Give the review to the
team member to read in advance of a meeting. Meet with the team member to go over the
review, discuss recommendations and set goals and objectives for the next period.
Activity Questions Description Mark
Identify steps /task of building better teams and improving their
11 5
effectiveness
Nine Steps for Your Review

The nine steps happen to coincide with a roadmap to transition you from low performing to high
performing. Your goal is to color yourself green – rated three – in all nine areas.
Internal Assessment: Identify the internal and external clients products, services, partners and
stakeholders
Assess Current State: Establish a client feedback strategy; identify current levels of employee
and client satisfaction, expectations and priorities
Desired Future state: Create future service and mission statements
Priorities for Improvement: Identify areas for potential improvement
Set standards and targets: Set improvement targets; set client driven service standards
Design Improvement Plan: develop an action plan to obtain improvements for each goal;
identify responsibilities; defining a schedule; allocating resources and responsibilities
Implementation: Implement the improvement plan
Monitor: monitor and measure progress, ensure accountability for results
Recognition: Establish, monitor and maintain an employee recognition program

Activity Questions Description Mark

Outline the ways in which to Review Your Team's Performance
12 8

1) Clarify Your Team Mission

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You might be surprised how many companies, departments, and project teams fail to agree on,
and follow a clearly defined, well-understood mission. Make sure your team doesn't fall into this
trap. Simply stated, your mission is the team's reason for being - its purpose!

For example, if your team is responsible for front-line, customer service, your mission might be to
exceed your customer's expectations by providing solutions to their problems, and building long-
term relationships. If your team is responsible for new products, your mission might be to create
innovative products and services that make the client's life easier and more enjoyable -- Or
products and service that save the client money, Etc. You get the idea! .Be sure that each
member of the team knows the mission, can articulate that mission, and understands the role
they play in fulfilling the mission.

2) Set Team Goals!

Every team should have definite objectives or goals. Here are three guidelines for setting team
goals: Number One, the objectives, or goals, should support the team's mission or purpose. In
other words, every goal the team pursues should assist the team in fulfilling its mission.
Remember, the mission is the entire reason for the team.

Number Two, goals should be measurable. For example, instead of saying, we want to increase
sales this month; a specific goal should be set for a definite increase. A measurable goal might
be, this month we will increase sales by fifteen percent over last month's sales totals. Or, this
month we will increase sales by fifteen thousand dollars over last year's sales totals for this same
month. That's a measurable goal.

Number Three, goals should have a date. In other words, instead of saying we want to grow our
customer base to include five hundred customers, you should add a date, and say "our goal is to
grow our customer base to five hundred customers by the end of the fourth quarter."
3) Create A Plan
A team plan is simply a written blueprint for the team's success. It spell's out the team's
mission, outlines the teams goals, and lays out a strategy for fulfilling the team mission and
reaching the goals. This plan should clearly state the responsibilities of each person on the team,
what they do, and how they do it. It should outline what each person does, and how he or she is
accountable.

A written team plan should also break each of the team's goals down into specific action steps,
and indicate who is responsible for each item on the list. This team plan provides a powerful tool
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for keeping everyone focused on the team's mission and objectives, and also helps avoid any
confusion about the responsibilities of each team member.

4) Conduct Progress Reviews.

These are simply meetings where the team members come together to discuss the team's
results and future plans. Here are some items you should consider covering in a Team Progress
Review.
 Check to make sure the team is effectively accomplishing its mission.
 Review the team's goals and make necessary adjustments. This is a great time to keep the
team goals out in front of everyone.
 Review the team plan and determine if any updates or changes need to be made to make the
team more effective. Talk about the things that are working well, and discuss what areas
need to be improved.
 Clarify responsibilities for each team member and the actions they need to take next.
 Set a date for the next Progress Review.
When conducting one of these meetings, have a printed agenda for every participant, start and
end on time, and keep the meeting on track by following the agenda. And one final note, a team
has to be willing to work together to stay on track and these progress reviews will keep the team
focused instead of turning into a chaotic nightmare.

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