Work in team environment hand out

Lo1

DESCRIBE TEAM AND SCOPE

Introduction

 The role structure of the team determines the content and distribution of different roles within the team.
 The knowledge and ability to use the structure of roles within the team is a strong and efficient instrument
of human resource management in the project team.
 There are three major types of roles we can see in the team: creative roles, communicative roles, and
behavioral roles. Normally each member of the team has some of each of the three types.
 The creative role of a team member characterizes his or her active position in the problem solving
process, search for alternatives, and other actions assuming a certain level of creativity.
 The communicative role characterizes the position of a team member in the overall
communication structure of the project.
 The behavioral role shows the typical model of a team member’s behavior during the course of
project development
1.1.. Understand knowledge of team structure & team roles
1.1.1. Knowledge of Team structure
 People working together in a team usually see their teammates as "being on their side".

 Placing people in the same team generates collaboration, knowledge sharing and skills transfer

 Building a good, effective team is vital - team structure will influence the way the team behaves.

 Aim to create a collaborative team, where individuals share knowledge, co-operate, support each other
are motivated to achieve the team's goals.

 Interaction between team members is the best way to get a balanced view of all perspectives, e.g.
business needs, practicality, technical feasibility, efficiency, performance.

 The understanding, knowledge, and capabilities of people working in other teams are rarely exploited to
the full.

 People working in other teams are often viewed as a nuisance - they interfere with our team's progress.

 According to the complexity theory, putting a large number of people into a single team creates more
interplay than progress

Dysfunction Description
Stems from a team member's unwillingness to be vulnerable within the group. Team members who are
not genuinely open with one another about their mistakes and weaknesses make it impossible to build a
Absence of trust foundation for trust.

Fear of conflict This failure to build trust is damaging because it sets the tone for the second dysfunction: fear of
conflict. Teams that lack trust are incapable of engaging in unfiltered and passionate debate of ideas.

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Instead, they resort to veiled discussions and guarded comments.

A lack of healthy conflict is a problem because it ensures the third dysfunction of a team: lack of
commitment. Without having aired their opinions in the course of passionate and open debate, team
Lack of members rarely, if ever, buy in and commit to decisions, though they may feign agreement during
commitment meetings.

Because of this lack of real commitment and buy-in, team members develop an avoidance of
accountability, the fourth dysfunction. Without committing to a clear plan of action, even the most
Avoidance of focused and driven people often hesitate to call their peers on actions and behaviors’ that seem
accountability counterproductive to the good of the team.

Failure to hold one another accountable creates an environment where the fifth dysfunction can thrive.
Inattention to
Inattention to results occurs when team members put their individual needs (such as ego, career
results
development, or recognition) the needs of the collective goals of the team.

1.2 Types of sources of information

Sources of information may include
 standard operating and/or other workplace procedures
 job procedures
 machine/equipment manufacturer’s specifications and instructions
 organizational or external personnel
 client/supplier instructions
 quality standards
 OHS and environmental standards
1.3 Techniques of working operation in a team to complete work place activity
At this stage, having decided on the route forward, the team members start putting their ideas into action.
The desire is to move forward, make progress and act. They push towards their goals and ensure that they
are moving forward by reviewing their progress. This stage involves setting timescales, and committing to
them, considering the impact of the project in the short and long-term and responding and adapting to
challenges as the project develops.
Key processes in this stage include:
• Building up a project plan
• Reviewing/adapting the plan
• Assigning responsibility
• Monitoring progress against goals

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Lo2
IDENTIFY ROLE AND ROSPONSIBILITY WITH IN THE TEAM
Introduction

 Roles — Generally, roles are the positions team members assume or the parts that they play in a particular
operation or process. (For example, a role an individual might assume is that of facilitator, or
communications liaison).
 Responsibilities — On the other hand, responsibilities are the specific tasks or duties that members are
expected to complete as a function of their roles. They are the specific activities or obligations for which
they are held accountable when they assume—or are assigned to—a role on a project or team. (For
example, some of the responsibilities of a person in the role of team facilitator might include making sure
that meeting agendas reflect feedback and input from all members, that the meetings start on time and end
on time, and that all members have opportunities to contribute to discussions.)

2.1 Work procedures & practices of individuals & other team members
Procedures & practices of individual & other team members to create effective team work include:
1. Create a common, shared (team) goal

 There must be a central focus that the team is moving towards and it must also include a strong task
orientation that translates into each person knowing how to move towards that goal.

2. Have measurable outcomes

 Team execution is usually more effective if you can measure what the team produces. Standards of
excellence should be established so that the team understands what the target is and ongoing
measurement (milestones) towards the desired outcome should also be implemented.

3. Promote interdependency

 Each person needs to know what he or she is going to contribute and also how what they contribute fits
into the "big picture". Discourage personal (individual) competition in favor of the team's agenda and
purpose.

4. Help the team to understand and appreciate differences

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 Teamwork is an individual skill and each individual brings unique talent, value, communication
needs, strengths and limitations to the team. Building an effective, unified team requires each person
first understands their own "style" and is then able to recognize and appreciate the "styles" of others.

5. Make sure team members have the right skills

 Technical (hard) skills as well as interpersonal, problem solving (soft) skills are equally important to
the team's success. Don't neglect one for the other. Discover where the needs are and then provide the
right training to meet those skill needs.

6. Train and then follow up on training

 Long-term retention of newly learned training skills requires ongoing coaching and assistance from
immediate supervisors and coaches. Frequent inquiries into how recently trained team members are
progressing and feedback will help them continue practicing what they have learned.

7. Spell out lines of communication

 It's important to know how to communicate with one another as well as the "flow" of communication.

8. Continually stress the team's purpose

 It may seem simplistic, but frequently reminding team members of the "what" and the "why" is
critical to ensuring the vision and mission stay fresh and that the team remains focused on the desired
outcome. Revisit the team's mission as well as the desired outcome often.

9. Provide detailed agendas for team meetings

 Meetings are not always the most effective or efficient use of the team’s time, but if a meeting is
necessary, makes sure it is structured so that the time is well spent. Outcome agendas are particularly
effective. More than simply a list of items to be discussed, these will spell out exactly what outcomes
will occur during and following the meeting.

10. Be a model

 People will respond according to the actions - not the words of their leaders. If you want effective
teamwork, model it first and foremost. Performance advisor and author, Darcy Hitchcock, puts it this
way: "employees are professional 'boss watchers'. That is, what managers say means nothing unless
their actions model what they say?" Leading is the act of influencing others to act, which is difficult if
you have one set of standards for yourself and another for everybody else.

2.2 Understand of individual & other team member’s role and responsibilities

A. Coach

Coaches try to create harmony in the world around them, by building rapport with people, creating a
positive team atmosphere, looking after people's welfare, motivating people and/or providing a service to
the satisfaction of others.

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They value people's contributions, seek to develop the role that others play, and invest a lot of effort in
building positive relationships.
They try to overcome differences of opinion and find ways in which the team can agree.

B. Crusader

Crusaders give importance to particular thoughts, ideas, or beliefs.

They are value driven, and in a team discussion they often bring a sense of priority that is derived from
their strong convictions.

They seize upon and emphasize ideas or thoughts that have the greatest import, bringing them to the fore
and stressing their significance. They assess the inherent value or importance of new ideas, focusing on
those about which they feel most strongly.

C. Explorer

Explorers promote exploration of new and better ways of doing things, to uncover hidden potential in
people, things or situations. They break new ground, and are often looking one step beyond the current
situation to pursue unexplored avenues, until all the possibilities have been exhausted.

Explorers often challenge the status quo and experiment with the introduction of change, to see if the
situation can be improved or new potential uncovered.

D. Innovator

Innovators use their imagination to create new and different ideas and perspectives. They observe the world
around them, and then use their imaginations to consider what they have observed from a number of
different perspectives, and dream up new ideas and insights. Innovators often produce radical solutions to
problems, develop long-term vision and demonstrate an apparent understanding of what cannot be clearly
known.

E. Sculptor

Sculptors bring things to fruition by getting things done, and getting them done now! They are very action-
oriented, dealing with whatever tasks the current situation presents, and spurring others into action as well.
They make use of their experience and utilize tools or processes of which they already have knowledge.
They try to have an immediate impact on things, injecting a sense of urgency, and aiming to achieve clear
goals and tangible results.

F. Curator
Curators bring clarity to the inner world of information, ideas and understanding. They listen, ask questions
and absorb information, so that in their mind's eye they can achieve as clear a picture or understanding as is
possible. They expand their knowledge and collection of experiences, and also look to the future by
envisaging clear goals and clear pathways to achievement of those goals. The focus on clarity also brings
greater attention to detail.

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G. Conductor

Conductors introduce organization and a logical structure into the way things are done. They organize and
systematize the world around them, establishing appropriate plans, identifying and implementing the
correct procedures, and then endeavoring to make sure they are followed. They try to ensure that roles and
responsibilities are properly defined and that appropriate resources or skills are available to undertake the
work assigned.

H. Scientist

Scientists provide explanation of how and why things happen. They bring structure and organization into
the inner world of ideas and understanding. They analyze things, formulating hypotheses and explanations
of how they function, and gather evidence to assess how true those explanations are. They produce mental
models that replicate how particular aspects of the world works, and they try to understand the full
complexity of any situation.

2.3 Techniques & practice of reporting relationships within team and external to team

A team leader or team lead is someone who provides guidance, instruction, direction and leadership to a
group of other individuals (the team) for the purpose of achieving a key result or group of aligned results.
The team led reports to a project manager (overseeing several teams). The team leader monitors the
quantitative and qualitative result that is to be achieved. The leader works with the team membership.
The team membership may not directly report or answer to the team leader, (who is very often a senior
member of the organization but may or may not be a manager) but would be expected to provide support to
the team leader and other team members in achieving the team's goals. A good team leader listens
constructively to the membership and to the customer(s) of the results that the team is charged with
delivering.

Some of the roles/responsibilities of a team leader are as follows:

1. Prepare reports and maintain records of work accomplishments and administrative information, as
required, and coordinate the preparation, presentation, and communication of work-related information
to the supervisor.
2. Report to the supervisor periodically on team and individual work accomplishments, problems, progress
in mastering tasks and work processes, and individual and team training needs.
3. Intercede with the supervisor on behalf of the team to inform the supervisor of performance management
issues/problems and to recommend/request related actions, such as assignments, reassignments,
promotions, tour of duty changes, peer reviews, and performance appraisals.
4. Coach, facilitate, solve work problems, and participate in the work of the team
5. Observe training needs and relay training needs and requests to supervisor.

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Lo3
WORK AS TEAM MEMBER
Introduction
A team comprises any group of people linked in a common purpose. A group in itself does not necessarily
constitute a team. Teams in organizations need to accomplish corporate goals. While the organization is hub of all
activities, the teams are the spokes which generate output. Teamwork can yield much more than a sum of
individual efforts simply due to organized efforts and streamlined work processes.
3.1 Understand forms of communications process consistent with the culture of the work
Place
Interpersonal communication is the way we communicate with others. It may be with another person, to a
group of people or to the public. It includes written, verbal and non-verbal communication.

Communicating with others, take into consideration:

 who you are talking to,

 the type of information to be communicated (for example; confidential, good news/bad news, difficult
technical information, instructions, general daily information), and
 What the most appropriate type of communication to use is (for example; verbal, email, memo,
handover). This may be determined by the type of information to be communicated.

Cultural awareness

To create a safe and culturally aware work environment.

 People come from a variety of backgrounds and cultures and with them they bring a variety of
different values, attitudes and beliefs.
 When communicating with people from other backgrounds care needs to be taken to ensure that
cultural differences in both verbal and nonverbal communication are considered.

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 Professional development is provided to staff to assist in this process.

3.2 Understand work place context

Work place context may include
a. work procedures and practices
b. conditions of work environments
c. legislation and industrial agreements
d. standard work practice including the storage, safe handling and disposal of chemicals
e. safety, environmental, housekeeping and quality guidelines
3.3 Techniques of following designated work plan for the job
Planning work

A. Refine the work scope by identifying activities required to complete the work.
B. Personnel with the appropriate functional area expertise are used to plan the work.
C. Criteria are established for when team planning is required.
D. Work is planned using previous work documents, documented work history, existing knowledge and
operating experience, lessons learned, applicable standards and requirements, and manufacturer’s
recommendations.
E. Identify and analyze the hazards with the work and the work environment; analyze those including
potential undesirable events (e.g., “what if” scenarios); and select controls necessary for the protection of
workers, the public, and the environment.
F. Focus on eliminating or reducing the hazards; for any remaining hazards use a hierarchy of controls (i.e.,
engineered controls first, administrative controls second, and PPE last).
G. Identify the resources, including support organizations, needed to perform the work and incorporate that
knowledge appropriately into work plans.
H. Develop instructions necessary to complete work activities safely and efficiently, including integration of
specific hazard controls. Identify and integrate into the instructions applicable technical, safety (ES&H,
Radiation Protection, Safety Basis, etc.) and other programmatic requirements (QA, Security, Emergency
Management, etc.).
I. Establish acceptance or performance criteria necessary to verify completion of the work.
J. Work documents are written so they can be understood and effectively used by those who perform the
work.
K. Work documents are reviewed for completeness.

3.4 Standard operating procedures of protocols in reporting

How to Write a Standard Operating Procedure
1. Scope:
Project regarding common procedures, like: laboratory compounds analysis, chemical acquisition
procedures, sample identification, bio safety certification, obtaining ethics approval, sample collection, et
cetera.
2. Objective:
This document describes how to write an SOP and illustrates the format design and guidelines.
3. Procedure Description:
This procedure -How to Write a Standard Operating Procedure- provides a rule to format and structure
all future SOPs.
All SOPs must contain the following:

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 Header/Footer
 Scope
 Objective
 Procedure
 Materials
 Equipment
 Documentation
 Safety
 Records
 Responsibilities
 Signatures
4. Process
5. Format
6. Responsibility

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