TLIG3002 – Participate in and facilitate work team/group achieve tasks Copy
Element 3: Participate in and facilitate work team/group achieve tasks
3.1 – Work activity is organised and carried out with team/group members and other personnel using relevant communication processes to ensure safe, unambiguous and appropriate sequencing of tasks
3.2 – Individuals and teams/groups are actively encouraged to take individual and joint responsibility
By the end of this chapter, the learner will be able to:
- Determine how to organise work activity
- Recognise how to carry out work activity with team/group members and other personnel using communication methods
- Identify how to use communication processes to ensure that tasks are clearly communicated
- Recognise methods to encourage individuals and teams/groups to take responsibility
- Actively encourage the taking of responsibility.
Facilitate work team/group activities
Activities must be organised and the task steps must be known, understood and planned. Work plans and records ensure that the task is documented; this should include the relevant information and task orders. As mentioned in section 1.3/1.4 of this unit, you may produce and work with a schedule to ensure the entire team/group is aware of the task steps and timelines.
By informing team/group members of task steps and timelines, they can then keep track of the task progress and when their involvement is required. However, unless another employee is tasked to oversee the completion of the task, you will still need to manage and coordinate team/group work activities to confirm the task has been carried out.
To ensure the task steps are coordinated seamlessly, the relevant communication processes must be identified and used. This keeps all applicable persons aware of what is being done and when. You must ensure that the task is implemented as required and that all persons are notified.
Communication methods and processes in the workplace must be appropriate to the environment. Workers must be able to communicate with each other, and with management, during the course of the working day. Different methods of communication may be required to enable this.
Methods of workplace communication include:
Email and electronic messaging
Work logs and records on computer systems
Processes to communicate must factor in the timeframes for constructing and relaying messages and instructions. All team/group members and applicable personnel must be aware of the communication methods they need to use, in order to reach workplace personnel.
A communication process will include:
The purpose of the communication
The form or method of the communication
The recipient of the communication.
It may also include a reply or message confirmation, so the sender knows that their communication has been received.
The need to modify team/group activities
During work activities, it may be necessary to modify team/group activities because of sudden last minute changes, unforeseen difficulties or to avoid a potential situation of risk.
As work is undertaken, it can become apparent that a change in steps or actions is required. As mentioned in section 1.3/1.4 of this unit, contingency planning will help you to manage such occurrences. However, it is not always possible to predict all potential scenarios, so a quick reaction to assess the issue will be required. This means looking at and addressing what has occurred and what actions need to be taken to remedy this.
For example, modifying team/group activities may be required when:
A team/group member becomes ill
There is a machine or equipment fault
The task is changed by the originator
An accident or incident occurs in the workplace.
Dealing with problems
Problems can originate from different areas in the workplace; for example, shifting deadlines, faults with equipment and machinery, and transport delays. Problems will need to be quickly identified and resolved to prevent operational difficulties. This will need to be carried out with the expertise of the relevant personnel.
When employees work together, it is not unusual to experience problems in employee relationships; this can be as a result of working together for long periods of time and when dealing with difficult or stressful work situations.
This can result in:
Differences in opinions
Poor team/group communication
Arguments and disagreements
Poor team/group direction and identity.
It is important to be aware of differences and changes in team/group dynamics so you can address issues before they become difficult problems. Handling team/group conflicts should be included in your management and development of the team/group. You should take time to get to know your team/group members, their motivations, differences and approaches to work.
By encouraging open and honest discussions, you can help to find the right format for bringing issues to the forefront before they fester into conflicts and arguments. Allowing team/group members to talk through work concerns and difficulties with you (or alone with you in confidence), you can help to provide them with much-needed trust and the room to work through issues. By improving team/group communications, you can also help to improve collegiality and belonging to the group.
Leading and encouraging team members
Leading is best done by example, that is, if you demonstrate positive professional traits, you can influence others to respond in a like-minded manner and bring out the best in the team/group. Of course, this type of approach can take time and should not be the only form of leadership, but if married with direct leadership skills, this can make a real difference.
Direct leadership will include providing clear instructions and work requests, handling problems and dealing with difficulties, providing direction and support, and not being afraid to take on the role of leader.
Being a good leader involves knowing when to delegate and to encourage others to take on and handle responsibility in their work activities. Encouraging team/group members to take on responsibility, as suitable to their work role and experience, can help to improve the results of work. Responsibility provides workers with a sense of ownership and investment in the activity; it allows the team/group to participate fully and to use their skills and knowledge to their best abilities.
Responsibility can be:
- Individual – this can be role-related or due to the individual’s level of experience
- Team/group – this is about working together as a team to fulfil the task; shared responsibility helps to motivate and inspire team/group members to achieve.
As a leader, you must let the team/group know the expectations and boundaries with role responsibilities. Equally, you must communicate that taking responsibility is a required skill; this may be done in role descriptions and reviews, and when setting work activities.
Methods to encourage individual and team/group responsibility:
Engage in joint decision-making
Allow team/group members to seek their own solutions
Provide resources and support
Reward those who step up and take responsibility.
Mentoring and coaching
To aid employee participation, it can be useful to provide on-the-job mentoring and coaching; this allows employees to learn the relevant skills and knowledge that they need.
Mentoring is where an established, higher-skilled worker is asked to guide a less experienced worker in how to carry out work tasks/activities. At a regular, arranged time, the higher-skilled worker speaks with the other person to discuss their work and to ask if they need advice or information on a particular aspect of work. It is an opportunity for the lesser-skilled worker to ask questions and to seek knowledge. It also allows them to have an informal chat about work which can help to promote clearer thinking and help facilitate their development.
Coaching is a direct learning approach. The worker is provided with on-the-job learning at prearranged times in order to improve on and learn new, relevant work skills. This worker is given formal instruction; this can be a practical learning session or as knowledge-sharing.
Mentoring and coaching approaches include:
Setting goals and tasks for the individual to achieve
Working together to facilitate skills and learning
Empowering the individual to achieve
Providing a safe support system for learning