Lead Small Team

ABUKELEMSIS
REALSTATE
TRAINING
INSTITUTE
MARKETING SERVICES
LEVEL III
Learning guide
Unit of Competence:- Lead Small Teams

Module Title:- Lead Small Teams
LG Code:- BUF ACB3 23 0818
TTLM Code:- BUF ACB3 M23 0812
INTRODUCTION
Welcome to the module “Lead Small Teams”. This learner’s guide was
prepared to help you achieve the required competence in “Accounts and Budget
Support Level III ”. This will be the source of information for you to acquire
knowledge attitude and skills in this particular occupation with minimum
supervision or help from your trainer.
Summary of Learning Outcomes
After completing this learning guide, you should be able to:

Lo1:- . Provide team leadership
Lo2:- . Assign responsibilities
Lo3:- Set performance expectations for team members
Lo4:- Supervised team performance
How to Use this TTLM
o Read through the Learning Guide carefully. It is divided into sections

that cover all the knowledge, skills and attitude that you need.
o Read Information Sheets and complete the Self-Check at the end of
each section to check your progress
o Read and make sure to Practice the activities in the Operation Sheets.
Ask your trainer to show you the correct way to do things or talk to
more experienced person for guidance.
o When you are ready, ask your trainer for institutional assessment and
provide you with feedback from your performance.
Lo1:- Provide team leadership
Instruction Sheet Learning Guide #1
This learning guide is developed to provide you the necessary information regarding Th e
following content coverage and topics:
 Work requirements
 Team members’ queries and concerns
This guide will also assist you to attain the learning outcome stated in the cover page.
Specifically, upon completion of this Learning Guide, you will be able to:
 Maintained or improved individuals and/or team performance given a variety of possible
scenario
 Assessed and monitored team and individual performance against set criteria
 Represented concerns of a team and individual to next level of management or
appropriate specialist and to negotiate on their behalf
 Allocated duties and responsibilities, having regard to individual’s knowledge, skills and
aptitude and the needs of the tasks to be performed
 Set and communicated performance expectations for a range of tasks and duties within
the team and provided feedback to team members
Learning Instructions:
1. Read the specific objectives of this Learning Guide.
2. Follow the instructions described in number 3 to 18.
3. Read the information written in the “Information Sheets 1”. Try to understand what are being
discussed. Ask you teacher for assistance if you have hard time understanding them.
4. Accomplish the “Self-check 1” in page__.
5. Ask from your teacher the key to correction (key answers) or you can request your teacher to
correct your work. (You are to get the key answer only after you finished answering the Self
check (1).
6. If you earned a satisfactory evaluation proceed to “Information Sheet 2”. However, if you
rating are unsatisfactory, see your teacher for further instructions or go back to Learning Activity
#2.
7. Submit your accomplished Self-check. This will form part of your training portfolio.
8. Read the information written in the “Information Sheet 2”. Try to understand what are being
9. Accomplish the “Self-check 2” in page __.
check 2).
11. If you earned a satisfactory evaluation proceed to “Information Sheet 3”. However, if your
rating is unsatisfactory, see your teacher for further instructions or go back to Learning Activity
#2.
Correct your work. (You are to get the key answer only after you finished answering the Self
check 3).
15. If you earned a satisfactory evaluation proceed to “Information Sheet 4”. However, if your
rating is unsatisfactory, see your teacher for further instructions or go back to Learning Activity
#2.
check 4).
Definition:
A team is defined as two or more people who interact and influence each other toward a common
purpose
Types of teams
1. Formal Team: is a team deliberately created by managers to carry out specific activities,
which help the organization to achieve its objectives.
Formal team can be classified as
a. Command team: is a team composed of a manager and employees that report to the manager.
b. Committee: a formal organizational team usually relatively long lived, created to carry out
specific organizational tasks
c. Task force or project team: A temporary team to address a specific problem
2. Informal team: emerge whenever people come together and interact regularly. This group has
A function of:
a. to hold in common the norms and values of their members
b. give to their members status, security and social, satisfaction
c. help their members communicate
d. help solve problems
e. act as a reference groups
3. Super teams: a group of workers drawn from different departments of the organization to
solve problems that workers deal with their daily performance
4. Self managed team: are super teams who manage themselves without any formal supervision
Characteristics of a team
Awareness of the characteristics of a team helps to manage effectively the group. Effective teams
are built on:
• Communication
• Trust
• Shared decision-making
• Positive reinforcement
• Cooperation
• Flexibility
• Focus on common goals
• Synergy
Teams that are effective can achieve more together than they would as individuals all working
alone.
Stages of team development
Teams move through five stages to develop
a. Forming: during the initial stage the team forms and learns the behavior acceptable by the
group
Information sheet 1 provide team leadership
b. Storming: as the group becomes more comfortable with one another they begin to assert their
individual personalities
c. Norming: the conflicts that arose in the previous stages are addressed and hopefully resolved.
Group unity emerges as members establish common goals, norms and ground rules.
d. Performing: it is a stage by which a group begins to operate as a unit
e. Adjourning: it is a time for a temporary group to wrap-up activities
Team cohesiveness
Team cohesiveness is the degree of solidarity and positive feelings held by individuals towards
their group.
The more cohesive the group the more strongly members feel about belonging to it. Highly
cohesive teams have less tension and hostility and fewer misunderstandings than less cohesive
groups do. Studies have found that cohesive teams tend to produce more uniform output than less
cohesive groups.
Ways to improve team cohesiveness
1. Introduce competition
2. Increase interpersonal attraction
3. Increase interaction
4. Create common goals
Guidelines for effective committee functioning
1. Goals should be clearly defined, preferably in writing
2. Specify committee’s authority
3. Determine the size of the committee
4. Select a chairperson on the basis of the ability to run the meeting efficiently
5. Distribute the agenda and all supporting materials before the meeting
6. Start and end meeting on time
1.2. Direction and guidance to the organization
1.3. Management and leadership
What is leadership, and what is the difference between leadership and management? The
difference is:
 Leadership is setting a new direction or vision for a group that they follow, ie: a leader is the
spearhead for that new direction
 Management controls or directs people/resources in a group according to principles or values
that have already been established.
Management
Traditionally, the term "management" refers to the activities (and often the group of people)
involved in the four general functions: planning, organizing, leading and coordinating of
resources. Note that the four functions recur throughout the organization and are highly
integrated. Emerging trends in management include assertions that leading is different than
managing and that the nature of how the four functions is carried out must change to
accommodate a "new paradigm" in management.
Leadership
1.4. Modeling performance and practice
1.5. Legislation
1.6. Encouraging innovation and valuing diversity
1.7. Support team
1.8. Participation and review of group development
1.9. Team leader/leading work team
Self-Check 1 Written Test
Directions: Answer all the questions listed below. Use the Answer sheet provided in the next
page:
I- Essay: Explain briefly
1. Explain briefly what is a team? (5pts.)
2. What is the difference between Formal team and Informal team? (5pts.)
II- Enumeration:
1. Give at least three ways to improve team cohesiveness. (3pts.)
2. Give at least two guidelines for effective committee functioning. (2pts.)
Note: Satisfactory rating above- 8 points Unsatisfactory below- 8 points
You can ask you teacher for the copy of the correct answers.
Answer Sheet
Name: _________________________ Date: _______________
I- Essay:
1. ___________________________________________
___________________________________________
2. ___________________________________________
___________________________________________
II- Enumeration:
1. ___________________________________________
___________________________________________
___________________________________________
2. ___________________________________________
___________________________________________
Score = ___________
Rating: ____________
LO3: Set performance expectations for team members
This learning guide is developed to provide you the necessary information regarding the
 Performance and expectations
scenario
 Represented concerns of a team and individual to next level of management or appropriate
specialist and to negotiate on their behalf
 Set and communicated performance expectations for a range of tasks and duties within the
team and provided feedback to team members
Information sheet 3 Set performance expectations for team members
A lack of clear performance expectations is cited by readers as a key contributing factor to their
happiness or unhappiness at work. In fact, in a poll about what makes a bad boss – bad, the
majority of respondents said that their manager did not provide clear direction. This factor
affected their sense of participation in a venture larger than themselves and their feelings of
engagement, motivation, and teamwork.
Critical Components of Clear Performance Expectations
The process that results in employees who clearly understand and execute their performance
expectations contains these components:
 A company strategic planning process that defines overall direction and objectives.
 A communication strategy that tells every employee where their job and needed outcomes fit
within the bigger company strategy.
 A process for goal setting, evaluation, feedback, and accountability that lets employees
knowhow they are doing. This process must provide opportunities for continuing employee
professional and personal development.
 Overall organizational support for the importance of clear performance expectations
communicated through cultural expectations, executive planning and communication, managerial
responsibility and accountability, rewards and recognition, and company stories
(folklore) about heroic accomplishments that define the workplace.
Communication of Clear Performance Expectations
Communication starts with the strategic planning process of executive leaders. How they
communicate these plans and goals to the organization is critical to create an organization in
which all components are connected and pulling in the same direction. Executive leadership must
clearly communicate its expectations for the team’s performance and expected outcomes to align
each area of the organization with the overall mission and vision.
At the same time, leadership needs to define the organizational culture of teamwork desired
within the company. Whether a department team or a product, process, or project team, team
members have to understand why the team was created and the outcomes the organization
expects from the team.
Communicating Clear Performance Direction through the PDP
The Performance Development Planning (PDP)process translates these higher level goals into
the outcomes necessary for each employee’s job within the company. After the quarterly PDP
meeting, employees should be clear about their expected contribution. Goal setting at these
meetings should include a performance evaluation component so the employee knows how he or
she has been performing.
Leading up to the PDP meeting, the employee self-evaluation guides each employee in thinking
about their performance. The six-eight goals set at the meeting, or continued from the previous
PDP, establish performance expectations without micromanaging the employee. Deciding how to
accomplish the goals empowers, engages, and motivates the employee.
The manager maintains needed contact with the critical steps in the employee’s performance
plan through weekly meetings and coaching. (No, it’s not a free-for-all when each employee’s
work affects other employees and must mesh to accomplish the whole.) Additionally, this step
ensures that employees are accountable for accomplishing their jobs.
Consider following this same process with each team you establish for the same sense of
interconnectedness and understanding of clear performance expectations.
Continuing Support for Clear Performance Expectations
Your organization accomplishes performance expectations in three key ways.
 You need to show constancy of purpose in supporting individuals and teams with the
resources of people, time and money that will enable them to accomplish their goals. When you
provide the resources teams need to succeed, you ensure the development of teamwork and the
team's best chance for success. Sometimes, this requires the reshuffling of resources or the
renegotiation of goals. But, the visual application of resources sends a powerful message of
support.
 The work of the team needs to receive sufficient emphasis as a priority in terms of the time,
discussion; attention and interest directed its way by executive leaders. Employees are watching
and need to know that the organization really cares.
 Finally, the critical component in continuing organizational support for the importance of the
accomplishment of clear performance expectations is your reward and recognition system.
Clear performance expectations accomplished deserve both public recognition and private
compensation. Publically cheering and celebrating team accomplishments enhances the team's
feeling of success. The recognition clearly communicates the behaviors and actions the company
expects from its employees.
Use clear expectations to help your employees develop accountable, productive, meaningful,
participatory teamwork.
3.1. Assisting staff to improve their performance

3.2. Factors affecting performance
Performance appraisals are supposed to evaluate the performance of a worker, reward good
Performance with promotions and pay raises and set goals to help employees continue to
Improve. In reality, however, performance appraisals are affected by a wide range of
Psychological factors. Even when supervisors are working with a well-defined guideline to be
valuating workplace performance, they can easily fall off track with results disadvantageous to
both the worker and the company.
Standards of Evaluation
 One especially tricky performance appraisal factor is standards of evaluation. Many
companies use subjective terms like "excellent," "good" and "fair" to characterize performance,
but these terms may mean very different things to different people. If a company has two
different evaluators, this can lead to serious bias; a more or less average worker who performs all
of his job duties correctly may receive a "good" rating with one evaluator but only an "average"
or "fair" rating with the other.
General Biases
 There are many ways a supervisor can skew everyone's evaluations. Some supervisors exhibit
the central tendency, rating everyone as about average and only deviating in extreme
circumstances. By contrast, an evaluator exhibiting a leniency bias would rate everyone fairly
high, perhaps out of a desire to be nice or a desire to avoid confronting unhappy employees.
An evaluator might also only look at recent performance, exhibiting a recency bias. An
opportunity bias can also skew results, with evaluators blaming or praising employees for things
that were actually out of their control. For example, a salesman could have declining sales
numbers do to a sharp economic downturn, poor product quality or poor inventory management,
none of which would be his fault.

page:
1. Explain briefly what is strategic planning process? (5pts.)
2. Explain briefly what Performance Development Planning (PDP) is
You can ask your teacher for the copy of the correct answers.
Answer Sheet
Name: _________________________ Date: _______________
I- Essay:
1. ___________________________________________
___________________________________________
2.___________________________________________
___________________________________________
LO4: Supervise team performance
This learning guide is developed to provide you the necessary information regarding the
 Monitoring of performance
 Feedback
 Performance issues
\scenario
 Represented concerns of a team and individual to next level of management or appropriate
specialist and to negotiate on their behalf
 Set and communicated performance expectations for a range of tasks and duties within the
team and provided feedback to team members
correct your work. (You are to get the key answer only after you finished answering the
Self-check 4).
6. Submit your accomplished Self-check. This will form part of your training portfolio.
Information sheet 4 Supervise team performance
Supervision and Team Leadership
Supervising a group of people should be viewed as a great privilege. In this role you and you
alone will determine the motivation and morale of your team. By providing a positive
workplaceyour people will become positive, this positivism will enrich every aspect of their
lives. When you look at the role of a team leader, the role is to give people the gift of self belief,
to believe that they are valuable and their contribution is worthwhile.
All of the techniques that you will need to use are included here, why not take five minutes and
rows the expertly prepared content rich pages and discover the great leader within.
What is Supervision?
If you talk to a few managers you will quickly find that there are a number of different views on
the role of a supervisor or a team leader. Some of these views focus on what team leaders
actually do rather than focusing on what they should be doing. There is also a variation in what
managers are willing to delegate responsibility to their team leaders for. As a result of this
variation there are three distinct supervision or team leader roles.
Discover the 9 must have Team Leader Capabilities
There are 9 key capabilities that all team leaders must have. These 9 key team leader capabilities
are universal capabilities. Once you have these capabilities you will be able to work as a team
leader in any organization or in any industry. Today, you can access, free of charge, a
professionally prepared self assessment for each of these 9 effective leadership skills which can
also be used to assist with your development.
Building a high performing team
There is a strong relationship between your leadership behavior (the things you do with your
time at work) and the performance of your employees.
If you are like most team leaders, you will want to lead a high performing team. A team where
your highly engaged team members continuously strive to achieve higher and higher levels of
performance.
So, how do you build a high performing team?
Given that your employee’s performance is directly related to the things you do as a leader, if
you want to build a high performing team all you need to do is focus on doing the things that add
the most value.
To find out about the 7 most effective leadership behaviors
Our coaching and articles are focused on team leader behaviors that result in the development of
empowered high performing teams.
4.1. Monitor team performance
4.1 definition of performance
4.2 performance criteria
4.3 Types of monitoring performance
4.3.1..Formal process
4.3.2. Informal process
4.4 Documentation and reporting
The student will be able to correctly and appropriately document data pertinent to the care of
clients.1. Explain the purposes of documentation in healthcare.2. Discuss the principles of
effective documentation.3. Describe various methods of documentation.4. Describe various types
of documentation records.5. Describe the latest advances in computerized documentation.
Documentation is the written or printed record of a clients care; its an essential nursing
responsibility. It is the Accountants respons ability that the record remains CONFIDENTIAL.
Documentation allows continuity of care, gives a way to let other healthcare
Workers know what we have done, and is a legal documentation on the client.
6 purposes for documentation
1 . C ommu n i c a t ion
2 .L gal document anion
3. Financial billing/reimbursement
4. Education
5 .Research
6. Audit-monitoring/quality assurance
Documentation needs to beCC FLAT

•Concise
•Complete
•Factual
•Legible
•Accurate
•Timely (current)
5 different documentation systems
1. Narrative- chronological account of client’s care & response to care2.Problem-
orientedstructure that emphasizes the clients identified problems and progress 3.Charting by
exception (CBE)- requires only deviations from baseline4.Problem-interventionevaluation(
PIE)- organizes information according to the clients problems5.Electronic charting-newer
method of documenting client care
○Narrative documentation
•More traditional method of charting
•In story like format
•What you hear, observe, inspect, do, or teach
•Can use descriptive phrases
•Can explain in detail
•-use narrative when something goes wrong, during a code trauma’s in the ER. etc
4.5 . Feedback
4.5.1. Formal process
4.5.2. Informal process
page:
1. Explain briefly what is Supervision? (5pts.)
2. How do you build a high performing team? (5pts.)
You can ask your teacher for the copy of the correct answers.
Answer Sheet
Name: _________________________ Date: _______________
I- Essay:
1. ___________________________________________
___________________________________________
2.___________________________________________
___________________________________________

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ABUKELEMSIS

Unit of Competence:- Lead Small Teams

Summary of Learning Outcomes

After completing this learning guide, you should be able to:

o Read through the Learning Guide carefully. It is divided into sections

3.1. Assisting staff to improve their performance

Self-Check 3 Written Test

Documentation needs to beCC FLAT

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