EAST AFRICA UNIVERSITY COLLEGE

Unit Title: Work with Others

Unit Descriptor: This unit covers the skills, knowledge and attitudes required to develop workplace
relationship and contribute in workplace activities.
Unit code: EIS BCW1 11 0812
Unit Title OBJECTIVES: Dear learner: after completing this course you will be able to:
- Done Duties and responsibilities in a positive manner to promote cooperation and good
relationship
- Assist workgroup when difficulties arise and addressed through discussions
- Contribute to work group activities by providing feedback
- Share relevant information with team members to ensure designated goals are met
Unit Element: Dear learner: after completing the course you will be able to familiarize with the
below two elements:

- Element 1: Develop effective workplace relationship

- Element 2: Contribute to work group activities
 Introduction
Working with others may require o work in a number of different situations: independently, with a
partner or a team or in a leadership role. Strong working with others skills are essential in many
workplace and in everyday life. Complete this self-assessment to help you understand your working
with others strength and areas for improvement.
Working co-operatively with others can create wonderful opportunities to share ideas and to gain new
perspectives and points of view through tapping into a wider pool of experience and knowledge. An
important advantage of discussing ideas with others is that you will clarify your own thinking by
expressing your own ideas. You will find through discussion and talking through your own
understanding of topics they are more likely to be remembered.
Group work is increasingly the favored method of learning and teaching in higher education and so you
will have many opportunities to work co- operatively. Courses including group work because, in
employment, most work is carried out by people working together to share resources and abilities. The
many advantages of this way of working including the non- threatening and supportive environment that
fellow students offer to each other and this encourages the development of good communication skills.
Group-work requires that you both contribute actively, and that you listen to others in a supportive and
encouraging manner. It is a two-way process.
Element 1: Develop effective workplace relationship
Trust, teamwork, communication and respect are keys to effective working relationships. Develop
positive relationships with the individuals you interact with at work to make your job more enjoyable
and productive. These connections could also serve as future references or contacts in your career.
People you have a working relationship with include coworkers, supervisors and people you manage, as
well as clients, service providers and professional colleagues.

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 Strong working relationships take time to mature, so focus on being consistent and dependable:
Step 1: Develop trust by guarding confidences and not gossiping: Keep your appointments and do your
work well. This demonstrates that others can count on you. Follow through on your promises. If you
discover that you can't fulfill a promise, apologize and offer to resolve the matter in another way. Take
responsibility for your mistakes, rather than casting blame on someone or something else. Integrity is
central to trust. Be fair and honest in all your dealings. Share resources and information with coworkers.
Step 2: Collaborate with coworkers in a group project: Exchange ideas and be willing to change the
way you usually do a task. Give credit to others for their contributions. Provide constructive criticism
and request feedback on your work. Do your share of the work. Volunteer to take on challenging
assignments. Incorporate fun activities and icebreakers into team projects so that members get to know
each other better. Be an encourager by praising the successes of others and by inspiring them to achieve
more.
Step 3: Improve your communication skills by listening attentively to others and speaking clearly; If
you aren't sure you understand the other person, repeat the statement in your own words and ask whether
you understand it correctly. Let others know that you value their opinions. Maintain eye contact during
conversations. Keep your emotions in check, and don't use berating words if something upsets you.
Provide your calling card to clients, service providers and other professionals so they can contact you.
Step 4: Show respect for others: Be interested in the perspectives of other workers, and be willing to
examine viewpoints that are different from your own. Share your own perspectives in a courteous
manner. Avoid telling lengthy personal stories and sending emails unrelated to work. If you work in a
shared office space, limit personal phone calls and distractions such as radios. Maintain a professional
and courteous attitude.
 Some strategies help you over to practicing working or speaking with others:
The seminar group fosters the formation of friendship and peer support. Working with others enables the
exchange of ideas and information, for example, where to find good resources, and who has which
books out from the library. It is often the case that students are anxious about speaking in a group,
especially when the group is a new one. It is worth practicing some strategies to help you over this
hurdle.
- Decide to speak at least once during the group
- Site next to someone who you are comfortable with
- Even if you don’t say it, write down what you would have liked to have said.
- Make eye contact with at least one person in the group and try to maintain this as you speak
- Take your time , breathe slightly slower and speak slowly and clearly
 When listening to others there are some points you can remember to help them;
- Be aware that even though they might not appear to be, they may be anxious.
- Listen attentively and give them eye contact, Respond with a smile, and a nod, as the minimum
- Do not interrupt but try to be aware of turn. Taking and allow everyone to have their say.
- Encourage others in the group be asking questions, e.g. ‘did anybody think that….?’, ‘I really
didn’t understand the point about…, can anyone help?’
- Help to move discussion on e.g., ‘why don’t we note the key points that we have discussed and
move on to talk about…’

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 Duties and responsibilities used to create cooperation and good relationship with others:
Done Duties and responsibilities in a positive manner to promote cooperation and good relationship
- Job description and employment arrangements
- Organization’s policy relevant to work role
- Organizational structures
- Supervision and accountability requirements including OHS
- Code of conduct
1.1. Developing Effective Standard Operating Procedures:

In today’s business environment, SOPs must make bottom-line economic sense, especially if you invest
the time and energy to develop and implement effective SOPs.

Below are some of the ways they can have a direct or indirect positive impact on business performance.

- Animals thrive on consistency and perform much better when things are done correctly, on time, the
same way, and every time.
- People need consistency to achieve top performance. Doing jobs the same way every time rather
than wondering, “How does the boss want it done today?” improves productivity.
- SOPs will reduce system variation, which is the enemy of production efficiency and quality control.
- Well-written SOPs facilitate training. Having complete step-by-step instructions helps trainers
ensure that nothing is missed and provides a reference resource for trainees.
- Well-written SOPs facilitate cross training. A SOP can be an excellent reference document on how a
task is done for employees filling in on jobs they do not perform on a regular basis.
- People tend to be supportive of the things they help create. Involving employees in developing SOPs
can help assure the final product is more complete, useful and accepted.
- SOPs can help in conducting performance evaluations. They provide a common understanding for
what needs to be done and shared expectations for how tasks are completed.
- Employees can coach and support each other if there is documentation available on exactly how
various tasks must be done and everyone knows what their co-workers are supposed to be doing.
- Having well defined SOPs, using them in training and insisting that they be followed can help keep
employees safe at work and may provide some legal protection if an injury occurs.
- Well thought out and implemented SOPs can greatly reduce biosecurity risks for your operation.
- Developing and following SOPs for tasks where there is environmental risk, such as manure,
chemical or waste handling, help to protect the environment and may provide some legal protection
if an environmental mishap occurs.
- Having SOPs can encourage regular evaluation of work activity and continuous improvement in how
things are done.
 Five steps used to Developing a complete set of SOPs:
Developing a complete set of SOPs for a business can be a time consuming process. But a little time
spent in the beginning to organize the effort can help reduce frustration with the process and make the
effort more efficient and effective. Using the following five steps will aid in your organizing efforts.
i. Identify the key areas of concern for your operation where SOPs might be useful.

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ii. Using the list from step one, identify the top one or two priority areas for attention.
iii. Focusing on the selected top priority areas from step two, identify all the processes, functions or
operations that occur within each of these areas.
iv. Group together and combine or subdivide further (which ever makes sense for your operation) all
the important processes, functions or operations within each area.
v. Identify the best individual to lead the development effort for each SOP and assign a development
team of employees, managers, agribusiness representatives, consultants and anyone else who can
bring relevant expertise to the effort.
Group members will include other members of the organization, including peers/work colleagues, your
supervisor or manager and your coach/mentor. All these people are expected to work within the
organization’s team structure which includes:
- Organizational code of conduct
- Organizational procedures and policies
- Supervision and accountability including OHS
- Job description and specification relevant to work role
- Using a courteous and helpful manner at all times
- Completing allocated tasks as and when required
- Seeking assistance from an appropriate person if difficulties arise
- Using active and effective listening and questioning to clarify instructions and responsibilities.
1.2. Assistance is sought from workgroup when difficulties arise and addressed through
discussions
 Work groups and work team:

The terms ‘team’ and ‘group’ are often used in the same context, but, while a team can be classified as a
group, a group may not conform to the specific criteria for a team. The key elements of a team are that
members are operating within a charter. Members of a team see themselves as having specified roles,
and they acknowledge that the team is accountable for achieving a specific organizational goal.
 Participants of a Work group and work team:
- Supervisor or manager
- Peers/work colleagues
- Other members of the organization
 Types of workgroups: Workgroups can be divided into two main types: formal and informal.
i. A formal group: in an organization is established by management to perform specific tasks in order
to meet the goals of the organization. It may consist of a committee, a department, a section, or
some other unit in the workplace. In these groups, relationships and procedures are regulated
through formal processes, as in formal meetings.
ii. An informal group: forms naturally around the workplace as, and when, the people involved feel
like it. These could be ‘interest’ or ‘friendship’ groups.
 Types of work teams: Work team can be divided into three main types:

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i. A project work team; is created to complete a particular task or project. Members are chosen
because their qualifications and experience are useful to the team’s purpose. The members are
chosen by management, and the team disbanded when the project is finished.
ii. A participative work team: is able to take some initiative and to participate in decision-making
within the group. It is created to complete a range of duties.
iii. A self-managed team: creates new ideas, makes decisions and achieves results. This type of team is
suited to a dynamic and flexible organization, in which teams need to respond quickly to changing
circumstances.
iv. A committee or subcommittee: is a group of people with skills and knowledge formed to complete a
specific task, which might involve presenting information at a large, formal meeting.
 Basic characteristics of team and group;
Group dynamics: Any group has a ‘personality’ of its own, which is composed of the individual
personalities of the people in it. A good example of this is a class of students. Each group of students is
different from any other, and one person can change the whole dynamics of a particular class. This is
caused by the ‘synergy’ of the group.
Synergy: is described as ‘the whole being greater than the sum of the individual parts’. Group synergy
can be either positive or negative. In an organization, good team effectiveness can act as a powerful
socializing agent. Examples of this are helping new employees with organizational policies and
procedures, and working together to get jobs done more quickly and to a higher standard, using
cooperation and reciprocation.
Group behavior: In addition to completing tasks and achieving goals, members of a group or team relate
to one another. Each person brings interpersonal concerns to the team, and these concerns become part
of the group process. There are three interpersonal concerns within groups:
In a team with inclusion, control and acceptance, group leaders and members are accessible to one
another. No one person monopolizes the conversation or the decision-making, or interrupts while others
are talking. As a member, you are given space to put forward your views.
1.3. Encourage, acknowledge and act up on constructive feedback
Feedback from groups can be even more useful than that from individuals, as the varying perceptions or
ideas are pooled from a number of people and cover the problem from all viewpoints not just from the
viewpoint of one person. This can mean a more successful outcome for the problem. Feedback from
members of the group or other personnel in the organization can help you to improve your work
performance. This includes:
- Appraisal by superiors is usually an official appraisal at the end of a year by your supervisor or
manager.
- Self-appraisal is a very useful tool as it involves the employee in the evaluation process. This
helps to clarify an employee’s role and reduces role conflict.
- Peer appraisal, for example when a group member appraises another group member, can be useful
when used in coaching and mentoring programs, and when used as part of periodic group-
appraisal programs, which contribute to team building.
- Customer feedback is the key to any system control. A customer’s feedback on your performance
is an indication of how well you are performing your duties.

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- All tasks in a work environment are performed as part of a group or team. Many innovative ideas
are produced by groups of people.

 Feedback from all these sources can point out your strengths and weaknesses.
Areas of weakness will be listed and ways to raise your competency recommended. These might
include:
- help from colleagues and/or your supervisor
- Extra training by the company
- mentoring and coaching by more experienced employees
- using training manuals and books for improving technological skills
- enrolling in a training course such as this one
1.4. Differences in personal values and beliefs are respected and acknowledged in the
development
 Personal beliefs, values, attitudes and behavior
 What is a belief?
A belief is an idea that a person holds as being true.
A person can base a belief upon certainties (e.g. mathematical principles), probabilities or matters of
faith.
A belief can come from different sources, including:
- a person’s own experiences or experiments
- the acceptance of cultural and societal norms (e.g. religion)
- What other people say (e.g. education or mentoring).
A potential belief sits with the person until they accept it as truth, and adopt it as part of their individual
belief system.
Each person evaluates and seeks sound reasons or evidence for these potential beliefs in their own way.
Once a person accepts a belief as a truth they are willing to defend, it can be said to form part of their
belief system.
 What is a personal value?
Values are stable long-lasting beliefs about what is important to a person. They become standards by
which people order their lives and make their choices.
A belief will develop into a value when the person’s commitment to it grows and they see it as being
important.
It is possible to categories beliefs into different types of values examples include values that relate to
happiness, wealth, career success or family.
Values can influence many of the judgments we make as well as have an impact on the support we give
clients. It is important that we do not influence client’s decisions based on our values. We should always
work from the basis of supporting the client’s values.
Activity what are some of my values?
- Manners: are they old fashioned? Do they hold a high or low value in your life?
- Pride: are there things you need to be proud of? Do you value pride or do you value humility?
- Clothes: how important are clothes at work? At play?

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- Behaviour on the sports field: what behaviours do you value? Sportsmanship? Winning? Team
spirit? Individuality?
- Family life? What do you value about family life?
 Where do values come from?
Our values come from a variety of sources. Some of these include:
- family
- peers (social influences)
- the workplace (work ethics, job roles)
- educational institutions such as schools or TAFE
- significant life events (death, divorce, losing jobs, major accident and trauma, major health
issues, significant financial losses and so on)
- religion, music, media
- technology, culture
- Major historical events (world wars, economic depressions, etc).
 What is an attitude?
Attitudes are the mental dispositions people have towards others and the current circumstances before
making decisions that result in behavior. People primarily from their attitudes from underlying values
and beliefs.
However, factors which may not have been internalized as beliefs and values can still influence a
person’s attitudes at the point of decision-making. Typical influences include the desire to please,
political correctness, convenience, peer pressure, and psychological stressors.
The potential for these influences to sway attitudes will be greater if the person has not clearly thought
through their beliefs and values. This process includes considering the principles by which they might
reconcile or prioritize competing values.
A lack of self-awareness or critical insight, or the presence of ambivalence or uncertainty about values,
can lead to a less rational attitude to choices, and ultimately to undesirable behavior.
2. Contribute to work group activities
An effective workgroup or team is one that achieves high levels of both task performance and human
resources maintenance over time. Every manager should promote workgroup effectiveness. The
structure of a group or team can develop slowly or quickly.
A workgroup will develop quickly if all members of the group help other members in the following
ways:
- explaining and clarifying work tasks
- helping one another with tasks when required
- solving problems together
- providing encouragement for new members of the group
- providing feedback to all group members
- Undertaking extra tasks if necessary.
2.1. Provide support to team members to ensure workgroup goals are met

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Good interpersonal relations is entering into and maintaining effective peer-group relationships in the
work setting. This is vital if work is to be performed effectively and completed according to the goals set
by the organization.

 The four stages in the development of groups and teams

Bruce Tuckman, a leading psychologist in group dynamics, identified four stages in the development of
groups and teams. As the group moves through each stage, these concerns develop in the following
order of inclusion, control and acceptance
i. Storming ….. Who controls this group?
During this stage of group development, team members may become hostile or overzealous as a way to
express their individuality and resist group formation.
You may find that you and/or other group members exhibit:
- infighting, defensiveness and competition
- doubts about success
- low group morale
- polarization of group members
- concern over excessive work
- disunity and increased tension
You and/or other group members may:
- set unrealistic goals
- resist the task demands
- establish a pecking order
- criticize group leaders or other group members
- Complain.
Many groups do not develop beyond this stage because they lack the ability to listen to each other and
find mutually acceptable resolutions to the major issues.
ii. Norming ….. What are the rules of this group?
During this stage of group development, members accept the team, the team norms, their own roles and
the idiosyncrasies of fellow group members. Emotional conflict is reduced by patching up previously
conflicting relationships.
You and/or other group members may:
- attempt to achieve maximum harmony by avoiding conflict
- develop a high level of trust and respect for others in the group
- discuss group dynamics constructively
- form friendships
- develop a sense of team cohesion with a common spirit and goals
- have high group morale
- establish and maintain group boundaries
- accomplish a moderate amount of work

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During this stage, if the formally appointed leader is not effective, or there is no formal leader, a leader
will emerge or should be agreed upon who can focus the group resources to solve problems.
iii. Performing: ………….how high can this group goes?
Now that the team has established its interpersonal norms, it becomes an entity capable of diagnosing
and solving problems, and making decisions. This stage is not always reached by all teams.

You and/or other group members may:

- be willing to sort through group problems
- develop high conflict resolution skills
- understand members' strengths and weaknesses
- undertake constructive self change
- identify closely with the group
- accomplish a great deal of work
Groups reaching this stage will be effective and will devote energy to maintain good group relations.
iv. Mourning ….. Where do we go from here?
This final stage of group development applies more to temporary teams like task groups or committees.
However these days, with reorganizations occurring frequently this stage is not uncommon.
You and/or other group members may:
- feel elated at the successful attainment of goals
- feel disappointed at unattained goals
- feel a sense of loss when the group is disbanded
- feel relief at the end of the process
- Congratulate each other celebrate.
2.2. Contribute constructively to workgroup goals
 Communication skills in groups or teams
The communication process is dynamic and interactive. People place meaning and structure on the
variety of messages received from others. This interaction may be direct or indirect. Effective
communication occurs when the intended meaning of the sender and the perceived meaning of the
receiver are one and the same. The communication process takes place in various situations for different
reasons, with the potential for many interpretations..
Effective interpersonal communication within a group or team has two components: spoken and
unspoken.
i. Spoken communication skills. Good spoken communication skills allow all members actively to
participate in the interaction process. Members share ideas and their knowledge. Informal situations
(e.g. meetings) members should be given the opportunity to speak and to share their ideas,
qualifications and experience.
ii. Non-verbal communication. is a message sent by any other means other than words or graphics.
This can be by facial expressions, gestures, posture or how you dress. Or by how you speak on the
telephone or face-to-face. Non-verbal communication can, in some instances, be more important
than verbal communication.
 Creating Effective Teams

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When we consider team effectiveness, we refer to such objective measures as the team’s productivity,
managers’ ratings of the team’s performance, and aggregate measures of member satisfaction. Some of
the considerations necessary to create effective teams are outlined next. However, we are also interested
in team process.

 Characteristics of an effective team.

 Work Design: Effective teams need to work together and take collective responsibility to complete
significant tasks. They must be more than a “team-in-name-only.” The work design category
includes variables such as freedom and autonomy, the opportunity to use a variety of skills and
talents, the ability to complete a whole and identifiable task or product, and the participation in a
task or project that has a substantial impact on others. The evidence indicates that these
characteristics enhance member motivation and increase team effectiveness. These work design
characteristics motivate teams because they increase members’ sense of responsibility for and
ownership of the work, and because they make the work more interesting to perform.
 Process; Process variables make up the final component of team effectiveness. The process category
includes member commitment to a common purpose; establishment of specific goals; team efficacy;
a managed level of conflict; and a system of accountability.
 Common Purpose: Effective teams have a common and meaningful purpose that provides
direction, momentum, and commitment for members. This purpose is a vision. It’s broader than
specific goals. Members of successful teams put a tremendous amount of time and effort into
discussing, shaping, and agreeing on a purpose that belongs to them both collectively and
individually. This common purpose, when accepted by the team, becomes the equivalent of what
celestial navigation is to a ship’s captain it provides direction and guidance under any and all
conditions.
 Specific Goals: Successful teams translate their common purpose into specific, measurable, and
realistic performance goals. These specific goals facilitate clear communication. They also help
teams maintain their focus on achieving results. Consistent with the research on individual goals,
team goals should be challenging. Difficult goals have been found to raise team performance on
those criteria for which they are set. So, for instance, goals for quantity tend to raise quantity, goals
for speed tends to raise speed, goals for accuracy tends to raise accuracy, and so on.
 Team Efficacy: Effective teams have confidence in themselves. They believe they can succeed. We
call this team efficacy. Success breeds success. Teams that have been successful raise their beliefs
about future success which, in turn, motivates them to work harder. One of the factors that helps
teams build their efficacy is cohesiveness the degree to which members are attracted to one another
and are motivated to stay on the team.
 Work Within Organizational Requirements
 Some procedures or policies for legislated compliance requirements:
Every workplace will have written procedures that list the organizations daily operating requirements. It
is likely your workplace will have procedures or policies for legislated compliance requirements related
to:

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- access and equity

- anti-discrimination
- ethical standards
- OHS
- employment agreements
- Industrial awards
- industry and workplace codes of practice
 Some written plans, procedures or workplace instructions requirements:
It is essential that both the business and people working within the business operate within the legislated
requirements. In addition to legislated requirements the business may have many other written plans,
procedures or workplace instructions.
These may include:
- organizational values and behaviors
- work procedures and quality assurance manuals
- business and performance plans
- goals, objectives, plans, systems and processes
- Goals, objectives, plans, system and processes
- Legal and organization policy/guidelines
- OHS policies, procedures and programs
- Ethical standards
- Defined resources parameters
- Quality and continuous improvement processes and standards
So what do the legislated and other workplace plans and procedures mean to you? As a person who
wants to participate effectively in your workplace, it means that you actively cooperate and demonstrate
appropriate workplace attitudes and behavior
2.3. Information relevant to work is shared with team/Group members to ensure designated
goals are met
 Team/group environment: A poor physical environment can influence team performance. Make
sure any group or team you work in has the following:
 Quiet environment: Any group of people meeting to create new ideas, make decisions and achieve
results needs a quiet location with few distractions and interruptions in order to perform effectively.
 Good seating arrangement: In any group situation, whether informal or formal, a good seating
arrangement can have a positive outcome, as people can then communicate more effectively.
 Team/group-building techniques: To build an effective team out of a group of people, there are
several preconditions that exist.
 Team/Group size: An effective group needs to be small. For the activities in this book, groups
performing practical tasks should consist of no more than three people, unless four are specified.
 Team/Group matched to task: Group members who are similar in age, education and experience
(homogeneous groups) work better together for simple tasks, where goals and objectives require
cooperation, good working relationships and speed of completion. Group members who differ in

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age, education and experience (heterogeneous groups) work more effectively with creative and more
complex projects, if speed is not a consideration.
 Team/Group cohesion: Cohesion occurs in a group that works well together. Group members
recognize each other’s contribution to the group goal, and operate well by using the following stages
of formation:
- Group contribution. In any team situation, it is essential that each member be allowed to
contribute his or her special skills and attributes.
- Group objectives. The group identifies and establishes the common objectives required to
complete the goal. All members of the group must come to an understanding and agree on how
this will be achieved.
- Group structure. Coordination is very important, and the appointment of a leader is essential to
achieving the group objectives. The leader is responsible for making sure that the group
objectives are understood and are completed in the designated time.
 Leadership: Some people are born leaders, others have to learn; but it is widely recognized that
leaders have some common characteristics:
- intelligence
- social maturity
- motivation and achievement orientation
- self-confidence and enthusiasm
- good communication skills
- Commitment to the job.
 Methods of Team/Group decision-making
The purpose of any group/team in a business is to achieve the corporate goals. The best decision is one
that would not have been taken by an individual alone; is a sound solution to the problem; is based on
unbiased input from each team member; and addresses the team’s goals. Below are different kinds of
decision-making processes:
i. Decision made by authority without group discussion: The leader in the group makes the decision.
This is used for simple, routine, administrative decisions when little time is available.
ii. Decision made by authority after group discussion: The members of the team create and discuss
ideas, but the leader makes the final decision.
iii. Decision by expert: An expert is selected from the group and makes the decision.
iv. Decisions by averaging individuals’ opinions: Each team member is separately asked their opinion
and the results are averaged.
v. Decision by majority vote: This is the most commonly used method often by a ‘show of hands’
until 51 per cent or more of the team members make the decision.
vi. Decision by consensus: A collective decision is arrived at through an effective and fair
communication process. All team members express their thoughts and feelings. Active and effective
listening and questioning techniques are used to reach an effective and fair decision.

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