Order Manage Team Effectiveness

January 5, 2023

Order Manage Team Effectiveness

Order Number	65363737383
Type of Project	ESSAY/DISERTATION
Writer Level	PHD/MASTERS CERTIFIED
Format	APA/MLA/HARVARD/OXFORD
Academic Sources	10 -20
Page Count	4-8 PAGES

Instructions/Descriptions

Order Manage Team Effectiveness

Knowledge Questions (Benchmark Answers) BSBTWK502 – Manage team effectiveness

Harward International College | RTO: 22332 | CRICOS: 03234B | Version: 1.0 Page 1 of 4

Assessment Task – Knowledge Questions

Response guidance

The following written questions may use a range of “instructional words” such as “identify” or “explain”, which tell

you how student should answer the question. Use the definitions below to assist you to assess the type of response

expected.

Note that the following guidance is the minimum level of response required.

Analyse – when a question asks you to analyse something, you should do so in detail, and identify important

points and key features. Generally, you are expected to write a response one or two paragraphs long.

Compare – when a question asks you to compare something, you will need to show how two or more things are

similar, ensuring that you also indicate the relevance of the consequences. Generally, you are expected to write a

response one or two paragraphs long.

Contrast – when a question asks you to contrast something, you will need to show how two or more things are

different, ensuring you indicate the relevance or the consequences. Generally, you are expected to write a

response one or two paragraphs long.

Discuss – when a question asks you to discuss something, you are required to point out important issues or

features and express some form of critical judgement. Generally, you are expected to write a response one or two

paragraphs long.

Describe – when a question asks you to describe something, you should state the most noticeable qualities or

features. Generally, you are expected to write a response two or three sentences long.

Evaluate – when a question asks you to evaluate something, you should put forward arguments for and against

something. Generally, you are expected to write a response one or two paragraphs long.

Examine – when a question asks you to examine something, this is similar to “analyse”, where you should provide

a detailed response with key points and features and provide critical analysis. Generally, you are expected to write

a response one or two paragraphs long.

Explain – when a question asks you to explain something, you should make clear how or why something happened

or the way it is. Generally, you are expected to write a response two or three sentences long.

Identify – when a question asks you to identify something, this means that you are asked to briefly describe the

required information. Generally, you are expected to write a response two or three sentences long.

List – when a question asks you to list something, this means that you are asked to briefly state information in a

list format.

Outline – when a question asks you to outline something, this means giving only the main points. Generally, you

are expected to write a response a few sentences long.

Summarise – when a question asks you to summarise something, this means (like “outline”) only giving the main

points. Generally, you are expected to write a response a few sentences long.

Knowledge Questions (Benchmark Answers) BSBTWK502 – Manage team effectiveness

Harward International College | RTO: 22332 | CRICOS: 03234B | Version: 1.0 Page 2 of 4

Questions

1. Outline two benefits of good group dynamics on a team’s performance.

Response should cover at least two of the following:

Trust between team members, transparency, inclusiveness, good decision-making, working towards a common goal,

clear direction, positive working environment etc.

2. Provide examples of three causes of poor group dynamics and how this can impact a team.

Response should fall into one of the following categories:

• Weak leadership – resulting in a lack of direction or motivation.

• Communication styles/poor communication skills – for example a dominant team member that takes over which

impacts team morale.

• Leadership style for example a leader that enforces their authority can have a stagnating effect of teams and

limit innovation.

• Negative behaviour from team members, for example aggressive, withdrawing, recognition-seeking and joking

behaviours resulting in poor workplace culture.

• Some team members not pulling their weight at the expense of other colleagues resulting in team fighting or

holding grudges.

• Team members holding back their opinions and ideas for fear of receiving harsh feedback by other team

members or stakeholders leading to poor workplace culture.

3. Explain why a team would need a team performance plan.

Response should broadly cover the following:

• To state the purpose of vision for the team

• To document or specify goals and objectives

• actions to achieve goals and objectives

• to outline responsibilities (which team members are responsible for attaining actions)

• to set timelines for achieving actions

• to outline performance indicators/ KPIs that will be used to measure performance.

4. Outline various methods that can be used to help overcome the following scenarios:

The student must show how various methods can help overcome the following scenarios. Their response may include

but is not limited to:

a. The team needs to complete a project by a certain deadline.

• Setting timelines for each employee

• Setting KPIs in a performance plan

• Defining team member responsibilities in an action schedule

b. The team members do not understand the reason for undertaking the project or their own

involvement in it.

• By stating the team vision or team purpose in a meeting

• By setting clear goals or objectives for the team in a team plan

c. The team members are a diverse group and have many different outcomes in mind. They are

struggling to organise themselves as a team.

• By setting clear goals or objectives for the team in a team performance plan

• Setting KPIs in a performance plan

• Defining team member responsibilities in job descriptions or personal performance plans

• Participating in team building activities

d. The team are struggling to communicate effectively. There have been a few miscommunications

lately as some employees are using email and some are verbally providing updates and then

forgetting what was said.

Knowledge Questions (Benchmark Answers) BSBTWK502 – Manage team effectiveness

Harward International College | RTO: 22332 | CRICOS: 03234B | Version: 1.0 Page 3 of 4

• Creating or using a communication plan or strategy

• Scheduling regular team catch ups

• Improving communication skills through individual professional development

5. Provide at least five examples of communications in the workplace which can contribute to team morale and

cohesion.

The student must provide five examples of communications that can contribute to team morale and cohesion. Their

response may include but is not limited to:

• Meetings, either face to face online or teleconferencing

• Online collaboration via video conferencing or sharing tools

• Email

• Discussion forums

• Project communication either by a progress report or email update, etc.

• lunch meetings

• events e.g. team building

6. In light of the COVID-19 pandemic and employees working from remote locations, provide examples of two

tools or techniques for creating collaboration between team members.

Answers may include having online meetings/Zoom meetings, webinars, using shared drives or software applications,

etc.

7. Team leaders need to develop strategies to ensure that their team members have input into planning, decision

making and operational aspects of work. Describe at least three strategies that can be used to accomplish

this.

Responses will vary but must be similar to three of the following:

• Holding meetings regularly

• Maintaining open communication channels, e.g., having an open-door policy where the team can approach you

at any time.

• Conducting surveys

• Inviting feedback at any time

• Providing constructive feedback

• Fostering creative thinking by having brainstorming sessions, etc.

• Encouraging ownership of tasks

• Giving everyone a chance to lead

• Setting a good example/ being a good role model

• Rewarding or recognising good performance.

8. Explain how to give constructive feedback to a team member.

Responses will vary but should broadly cover the following:

• Having a meeting/ face-to-face discussion with the employee

• Being clear, direct, positive, honest, friendly, approachable

• Mentioning what was done well

• Explaining reasons/ providing solutions for issues

• Listening, asking questions.

9. Explain what is meant by reaching consensus in a team.

Responses will vary but should broadly cover the following:

• Consensus is a decision-making approach that seeks to secure the support of the whole team

• Consensus is when no one disagrees with a proposed decision/solution

• Finding a mutually acceptable solution to a problem or agreeing on a decision.

10. Describe two strategies for reaching consensus in a team.

Responses will vary but should broadly cover two of the following:

Knowledge Questions (Benchmark Answers) BSBTWK502 – Manage team effectiveness

Harward International College | RTO: 22332 | CRICOS: 03234B | Version: 1.0 Page 4 of 4

• Ensuring and encouraging team member participation by inviting ideas, listening to suggestions, etc.

• each member thinking about the problem individually. Then the leader calls for them — one at a time — and

asks for their input

• Voting is useful when you’re served with many options or in a large team setting

• Using techniques or tools to rank priorities and will aid the team in deciding which option will best qualify those

priorities.

11. Outline two ways that issues can be identified by team members.

Responses will vary but must be similar to two of the following:

• Having meetings or discussions

• Observing processes

• Analysing reports or data

• Receiving customer feedback, team member feedback or stakeholder feedback.

12. Describe three strategies a team leader can use to help resolve issues in a team.

Reponses will vary but should include three of the following, or other suitable alternatives:

• Define the problem / conflict

• Come up with an action plan

• Highlight the positives

• Listen to all parties concerned

• Encourage teamwork and collaboration.

Order Manage Team Effectiveness

RUBRIC

Excellent Quality

95-100%

Introduction

45-41 points

The context and relevance of the issue, as well as a clear description of the study aim, are presented. The history of searches is discussed.

Literature Support

91-84 points

The context and relevance of the issue, as well as a clear description of the study aim, are presented. The history of searches is discussed.

Methodology

58-53 points

With titles for each slide as well as bulleted sections to group relevant information as required, the content is well-organized. Excellent use of typeface, color, images, effects, and so on to improve readability and presenting content. The minimum length criterion of 10 slides/pages is reached.

Average Score

50-85%

40-38 points

More depth/information is required for the context and importance, otherwise the study detail will be unclear. There is no search history information supplied.

83-76 points

There is a review of important theoretical literature, however there is limited integration of research into problem-related ideas. The review is just partly focused and arranged. There is research that both supports and opposes. A summary of the material given is provided. The conclusion may or may not include a biblical integration.

52-49 points

The content is somewhat ordered, but there is no discernible organization. The use of typeface, color, graphics, effects, and so on may sometimes distract from the presenting substance. It is possible that the length criteria will not be reached.

Poor Quality

0-45%

37-1 points

The context and/or importance are lacking. There is no search history information supplied.

75-1 points

There has been an examination of relevant theoretical literature, but still no research concerning problem-related concepts has been synthesized. The review is just somewhat focused and organized. The provided overview of content does not include any supporting or opposing research. The conclusion has no scriptural references.

48-1 points

There is no logical or apparent organizational structure. There is no discernible logical sequence. The use of typeface, color, graphics, effects, and so on often detracts from the presenting substance. It is possible that the length criteria will not be reached.