- BSBWOR502B - Ensure team effectiveness
Assessor Resource
BSBWOR502B
Ensure team effectiveness
Assessment tool
Version 1.0
Issue Date: April 2024
This unit applies to managers and addresses the need for managers to facilitate work teams and to build a positive culture within work teams. The unit takes a systematic and planned approach to developing teams. It includes the soft skills as well as more structured approaches to the management of teams.
At this level, work will normally be carried out within complex and diverse methods and procedures which require the exercise of considerable discretion and judgement, using a range of problem solving and decision making strategies.
This unit describes the performance outcomes, skills and knowledge required to facilitate all aspects of teamwork within the organisation. It involves taking a leadership role in the development of team plans, leading and facilitating teamwork and actively engaging with the management of the organisation.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
Employability Skills
This unit contains employability skills.
Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package. | |
Overview of assessment | |
Critical aspects for assessment and evidence required to demonstrate competency in this unit | Evidence of the following is essential: range of techniques that can be used to build work teams, strengthen communications in the team and resolve issues methods for engaging with stakeholders and obtaining advice from outside the work team, to ensure team is focussed and on track knowledge of group behaviour. |
Context of and specific resources for assessment | Assessment must ensure: access to appropriate documentation and resources normally used in the workplace. |
Method of assessment | A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: analysis of responses to case studies and scenarios assessment of written reports demonstration of team building techniques direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of performance in role plays review of performance plans developed for work team review of policies and procedures developed to ensure team members take responsibility for own work. |
Guidance information for assessment | Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other units from the Diploma of Management. |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
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Required skills |
communication skills to explain team goals, to address team conflict and to build an environment of trust planning and organisational skills to keep team on track and focussed on work outcomes. |
Required knowledge |
group behaviour strategies for mentoring and coaching to informally guide and instruct team members issue resolution strategies for gaining consensus. |
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included. | |
Consultation may refer to: | conducting meetings, interviews, brainstorming sessions, email/intranet communications, newsletters or other processes and devices which ensure that all employees have the opportunity to contribute to team and individual performance plans mechanisms used to provide feedback to the work team in relation to outcomes of consultation |
Accountabilities may refer to: | responsibilities as defined in position descriptions, codes of conduct/behaviour, duty statements or similar statement of conduct outlining responsibilities/actions/performance |
Performance plans may refer to: | individual performance plans linked to team goals team plans based on work assignments and responsibilities |
Outcomes, outputs, key performance indicators may refer to agreed: | changes in work roles and responsibilities improved individual and team, performance and participation improvements to systems, operations measures for monitoring and evaluating the efficiency or effectiveness of systems or services quality standards and expectations targets for productivity improvements such as reduced downtime, higher production levels, decreases in absenteeism targets for training and development |
Support may include: | Coaching Mentoring Training and development opportunities Clarification of roles and expectations Long term or short term plans Meetings |
Strategies may refer to: | clarification of roles and expectations electronic communication devices and processes, such as intranet and email communication systems, to facilitate input long-term or short-term plans factoring in opportunities for team input mentoring and 'buddy' systems to support team members in providing input newsletters and briefings training and development activities |
Policies and procedures may refer to: | organisational guidelines and systems that govern operational functions procedures that detail the activities that must be carried out for the completion of actions and tasks Standard Operating Procedures |
Processes may refer to: | brainstorming options with the team for addressing concerns creating a matrix of issues and concerns and distributing for comment discussions with individuals regarding their concerns distributing drafts for comment with a range of options for resolution of concerns training and development sessions |
Stakeholders may include: | Board members business or government contacts funding bodies union/employee groups and representatives work team |
Line manager/management may refer to: | chief executive officer direct superior other management representatives |
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
| Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
|---|---|---|---|
| Consult team members to establish a common understanding of team purpose, roles, responsibilities and accountabilities in accordance with organisational goals, plans and objectives | |||
| Develop performance plans to establish expected outcomes, outputs, key performance indicators and goals for work team | |||
| Support team members in meeting expected performance outcomes | |||
| Develop strategies to ensure team members have input into planning, decision making and operational aspects of work team | |||
| Develop policies and procedures to ensure team members take responsibility for own work and assist others to undertake required roles and responsibilities | |||
| Provide feedback to team members to encourage, value and reward individual and team efforts and contributions | |||
| Develop processes to ensure that issues, concerns and problems identified by team members are recognised and addressed | |||
| Encourage team members and individuals to participate in and to take responsibility for team activities, including communication processes | |||
| Support the team in identifying and resolving work performance problems | |||
| Ensure own contribution to work team serves as a role model for others and enhances the organisation's image for all stakeholders | |||
| Establish and maintain open communication processes with all stakeholders | |||
| Communicate information from line manager/management to the team | |||
| Communicate unresolved issues, concerns and problems raised by team members and follow-up with line manager/management and other relevant stakeholders | |||
| Evaluate and take necessary corrective action regarding unresolved issues, concerns and problems raised by internal or external stakeholders |
Forms
Assessment Cover Sheet
BSBWOR502B - Ensure team effectiveness
Assessment task 1: [title]
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
Assessor name:
Signature:
Date:
Assessment Record Sheet
BSBWOR502B - Ensure team effectiveness
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent
Assessor name:
Signature:
Date:
Student signature:
Date: