BSBWOR502
LEAD AND MANAGE TEAM
EFFECTIVENESS
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TABLE OF CONTENTS
Table of Contents ……………………………………………………………………………………….. 2
Unit of Competency ………………………………………………… Error! Bookmark not defined.
Performance Criteria ……………………………………………….. Error! Bookmark not defined.
Foundation Skills ……………………………………………………. Error! Bookmark not defined.
Assessment Requirements ………………………………………….. Error! Bookmark not defined.
Housekeeping Items …………………………………………………… Error! Bookmark not defined.
Objectives …………………………………………………………………………………………….. 5
1. Establish team performance plan …………………………………………………………………… 6
1.1 – Consult team members to establish a common understanding of team purpose, roles,
responsibilities and accountabilities in accordance with organisational goals, plans and objectives .. 7
Team purpose: What is a Team? ……………………………………………………………………. 7
How to determine what the team wants to achieve?………………………………………………. 7
Team purpose, roles, responsibilities and accountabilities………………………………………… 8
Activity 1a ………………………………………………………….. Error! Bookmark not defined.
Roles, responsibilities and accountabilities ………………………………………………………… 9
Activity 1a continued……………………………………………….. Error! Bookmark not defined.
1.2 – Develop performance plans to establish expected outcomes, outputs, key performance
indicators (KPIs) and goals for work team…………………………………………………………….10
Performing ………………………………………………………………………………………….10
W.I.S.H Team Review ………………………………………………………………………………10
Adequate levels of complementary skills…………………………………………………………..11
Key performance indicators (KPIs) …………………………………………………………………12
Activity 1b ………………………………………………………….. Error! Bookmark not defined.
1.3 – Support team members in meeting expected performance outcomes …………………………13
Support team members …………………………………………………………………………….13
Meeting expected performance outcomes …………………………………………………………13
Activity 1c ………………………………………………………….. Error! Bookmark not defined.
2. Develop and facilitate team cohesion …………………………………………………………….. 15
2.1 – Develop strategies to ensure team members have input into planning, decision making and
operational aspects of work team…………………………………………………………………….16
Team cohesion ……………………………………………………………………………………..16
Strategies …………………………………………………………………………………………..17
2.2 – Develop policies and procedures to ensure team members take responsibility for own work and
assist others to undertake required roles and responsibilities ……………………………………….19
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Policy ……………………………………………………………………………………………….19
Procedure …………………………………………………………………………………………..19
Activity 2a ………………………………………………………….. Error! Bookmark not defined.
2.3 – Provide feedback to team members to encourage, value and reward individual and team efforts
and contributions ……………………………………………………………………………………..21
Create a simple feedback mechanism or template approach ……………………………………..22
Champion the success of team members…………………………………………………………..23
Activity 2b ………………………………………………………….. Error! Bookmark not defined.
2.4 – Develop processes to ensure that issues, concerns and problems identified by team members
are recognised and addressed ………………………………………………………………………..24
Develop a process…………………………………………………………………………………..24
Problem analysis sequence …………………………………………………………………………25
Activity 2c ………………………………………………………….. Error! Bookmark not defined.
3. Facilitate teamwork ……………………………………………………………………………….. 27
3.1 – Encourage team members and individuals to participate in and to take responsibility for team
activities, including communication processes ……………………………………………………….28
Teams ………………………………………………………………………………………………28
Encourage team members ………………………………………………………………………….28
A sense of mutual accountability…………………………………………………………………..29
Communication……………………………………………………………………………………..30
3.2 – Support the team in identifying and resolving work performance problems …………………..31
Support the team …………………………………………………………………………………..31
Identifying and resolving……………………………………………………………………………31
Activity 3a ………………………………………………………….. Error! Bookmark not defined.
3.3 – Ensure own contribution to work team serves as a role model for others and enhances the
organisation’s image for all stakeholders……………………………………………………………..32
Stakeholders………………………………………………………………………………………..32
Activity 3b ………………………………………………………….. Error! Bookmark not defined.
4. Liaise with stakeholders …………………………………………………………………………… 33
4.1 – Establish and maintain open communication processes with all stakeholders …………………34
Maintain open communication processes…………………………………………………………..34
Establish open communication processes ………………………………………………………….35
Reluctance to communicate or share information …………………………………………………36
Activity 4a ………………………………………………………….. Error! Bookmark not defined.
4.2 – Communicate information from line manager/management to the team ……………………..37
Activity 4b ………………………………………………………….. Error! Bookmark not defined.
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Communicate information from line manager/management to the team…………………………38
Team communication plan …………………………………………………………………………39
Activity 4b continued……………………………………………….. Error! Bookmark not defined.
4.3 – Communicate unresolved issues, concerns and problems raised by team members and follow-up
with line manager/management and other relevant stakeholders …………………………………..40
4.4 – Evaluate and take necessary corrective action regarding unresolved issues, concerns and
problems raised by internal or external stakeholders ………………………………………………..40
Communicate unresolved issues – Issue management ……………………………………………..40
Assignment/ownership ……………………………………………………………………………..41
Target resolution date ……………………………………………………………………………..41
Activity 4c ………………………………………………………….. Error! Bookmark not defined.
Skills and Knowledge Activity ………………………………………. Error! Bookmark not defined.
Major Activity – An opportunity to revise the unit ……………………. Error! Bookmark not defined.
References…………………………………………………………………………………………….43
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OBJECTIVES
➢ Discover how to establish team performance plan
➢ Know how to develop and facilitate team cohesion
➢ Learn how to facilitate teamwork
➢ Understand how to liaise with stakeholders
➢ Gain the skills and knowledge required for this unit
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1. ESTABLISH TEAM PERFORMANCE PLAN
1.1 Consult team members to establish a common understanding of team purpose, roles,
responsibilities and accountabilities in accordance with organisational goals, plans and
objectives
1.2 Develop performance plans to establish expected outcomes, outputs, key performance
indicators (KPIs) and goals for work team
1.3 Support team members in meeting expected performance outcomes
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AssignmentTutorOnline

TEAM PURPOSE: WHAT IS A TEAM?
➢ The Wisdom of Teams: Creating the High-Performance Organization by J. R.
Katzenbach, Douglas K. Smith
➢ In their book “The Wisdom of Teams” Katzenbach and Smith make the point that the
word team conveys different things to different people. Some people think of a
sporting situation where personal bests and winning no matter what are important.
➢ Others consider teamwork values such as sharing, co-operating and helping one
another as essential to a team effort. Teams could be formed by as few as two people
and often marriage is referred to as a partnership or a team.
➢ Because of these different perspectives it is useful to consider in the context of what
you may be addressing just what is the best definition of a team?
HOW TO DETERMINE WHAT THE TEAM WANTS TO ACHIEVE?
CONSULT TEAM MEMBERS
There are many reasons why teams are bought together to address issues. The first stage is to
determine why?
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EXAMPLES MAY INCLUDE:
➢ Addressing particular customer feedback
➢ Conceiving and implementing a particular project
➢ Developing new services or products
➢ Generating ongoing ideas within the work unit
➢ Improving budgetary performance
➢ Improving or changing work conditions
➢ New ideas that impact beyond the workplace (e.g. That have a broader social or
community impact)

TEAM PURPOSE, ROLES, RESPONSIBILITIES AND ACCOUNTABILITIES
SPECIFIC GOAL OR GOALS
➢ Are they team goals versus the broader organisational goals or just one individual’s
goals (e.g. The leaders)
➢ Are they simple, clear and measurable if not measurable, can their achievement be
determined
➢ Are they realistic as well as ambitious
➢ Do they allow small wins along the way
➢ Do they call for a concrete set of team work-products
➢ Is their relative importance and priority clear to all members
➢ Do all members agree with the goals, their relative importance and the way in which
their achievement will be measured
➢ Do all members articulate the goals in the same way
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ROLES, RESPONSIBILITIES AND ACCOUNTABILITIES
ROLES
➢ Sometimes roles evolve over time to meet the needs of the team as necessary.
➢ Develop initial roles
➢ One method is to ‘democratically’ brainstorm’ a list that covers the A-Z and then
select each item to ensure each team member has a clear understanding and feels
comfortable with the suggested role
➢ There is a significant expectation in today’s business environment to be extremely
conscious of team members’ cultural differences and the respect all individuals
deserve when they are part of the team. People with language difficulties, disabilities
and other cultural or personal differences should not rule out participation and
involvement to the levels of which they feel comfortable.
RESPONSIBILITIES
COMMUNICATE RESPONSIBILITIES
Most of us are familiar with what teams are however we are imprecise in our thinking about them.
➢ For that reason it is useful to get a clear understanding of what a team is and is not.
This can provide useful insights into how to strengthen the performance and innovation
of your team.
EXAMPLES
➢ What are we supposed to do?
➢ Where are the goals?
➢ Where do I fit in?
➢ Where do I go for the answers/help?
➢ What information needs to be gathered?
ACCOUNTABILITIES
A SENSE OF MUTUAL ACCOUNTABILITY
➢ Mutual accountability creates a team; until this is present the group will remain simply
that, a group.
➢ This accountability underpins two critical aspects of teams, commitment and trust.
➢ By holding yourselves accountable to the team goals you earn the right to have a say in
the team activities or functional performance and receive a fair hearing when doing
so.
➢ This in turn creates trust between participating team members.
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1.2 – DEVELOP PERFORMANCE PLANS TO ESTABLISH EXPECTED OUTCOMES,
OUTPUTS, KEY PERFORMANCE INDICATORS (KPIS) AND GOALS FOR WORK TEAM
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 (KPIS) 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
PERFORMING
The team is functioning well and producing measurable outcomes.
➢ Individual performance plans linked to team goals
➢ Team plans based on work assignments and responsibilities

W.I.S.H TEAM REVIEW
➢ The W.I.S.H Team Review process is a way to analyse your team that gives you a
realistic view of where your team work is situated, at this point in time.
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➢ This process is an invaluable planning tool when it comes to growing and developing
your team to the next level.
THIS REVIEW INVOLVES EXAMINING.
➢ WELL – Looking at what you do WELL as a Team
➢ IMPROVE – Looking at what needs to be IMPROVED in your team
➢ STRATEGY – What strategy do you need to develop to improve your teamwork
➢ HOW – Now that you have a strategy – HOW are you going to implement it into your
team environment?
IDENTIFY STRENGTHS AND WEAKNESSES OF TEAM AGAINST CURRENT AND EXPECTED WORK
REQUIREMENTS
The Team Challenge…strengths and weaknesses
➢ Small enough in number?
➢ Can you convene easily and frequently?
➢ Can you communicate with all members easily and frequently?
➢ Are your discussions open and interactive for all members?
➢ Does each member understand the others’ role and skills?
➢ Do you need more people to achieve your ends?
➢ Are sub teams possible or necessary?
ADEQUATE LEVELS OF COMPLEMENTARY SKILLS
➢ Are all three categories of skills either actually or potentially represented across the
membership (functional/technical, problem solving/decision making and
interpersonal)?
➢ Does each member have the potential in all three categories to advance his or her
skills to the level required by the team’s purpose and goals?
➢ Are the skill areas that are critical to team performance missing or underrepresented?
➢ Are the members, individually and collectively, willing to spend time to help
themselves and others learn and develop skills?
➢ Can you introduce new or supplemental skills as needed?
TRULY MEANINGFUL PURPOSE
➢ Does it constitute a broader, deeper aspiration than just near term goals?
➢ Is it a team purpose as opposed to a broader organisational purpose or just one
individual’s purpose (e.g. the leaders)?
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➢ Do all members understand and articulate it the same way? And do they do so without
relying on ambiguous abstractions?
➢ Do members define it vigorously in discussions with outsiders?
➢ Do members frequently refer to it and explore its implications?
➢ Does it contain themes that are particularly meaningful and memorable?
➢ Do members feel it is important, if not exciting?
KEY PERFORMANCE INDICATORS (KPIS)
AREAS TO CONSIDER
➢ Your Attitude
➢ Your skills
➢ Your communication
➢ Your abilities
➢ Your level of co-operation
➢ Your compatibility
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1.3 – SUPPORT TEAM MEMBERS IN MEETING EXPECTED PERFORMANCE OUTCOMES
SUPPORT MAY INCLUDE:
➢ Coaching
➢ Mentoring
➢ Training and development opportunities
➢ Clarification of roles and expectations
➢ Long term or short term plans
➢ Meetings
SUPPORT TEAM MEMBERS
Recognise innovation as a process which can be systematically pursued using a range of key elements.
➢ Involve the team in the design and development of the objectives
➢ Generate results through involvement utilising partnerships and collaboration
o Collaborative
o Fair
o Fun
o Hardworking
EXTERNAL STIMULI CAN ALSO MEAN USING AND SEEKING ADVICE FROM SUBGROUPS WITHIN
A TEAM.
➢ Team empowerment
➢ Encouraging new ideas
➢ Permitting interaction – between the team, the sub-groups or external networks or
technical experts
➢ Interaction between different work groups and colleagues outside of the team
MEETING EXPECTED PERFORMANCE OUTCOMES
➢ Technical and Functional Expertise: Teams must contain the skills necessary to
complete the task at hand. For example, a product development group with only
marketing experts is less likely to succeed than a group comprised of marketing
experts and engineers. The complementary skills of both groups will enable the
team to function.
➢ Problem solving and decision-making skills: Teams must be able to make
decisions and identify the onset of a problem or opportunity, evaluate the
opportunity and decide on an appropriate course of action. Team members usually
possess some level of these skills and develop them more on the job.
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➢ Interpersonal Skills: Skills which enable effective communication and
management of any conflict arising will enable the team to develop common
understandings of purpose and function. This could include risk taking, helpful
criticism, objectivity, active listening, giving the benefit of the doubt, support and
or recognising the needs of others.
MOST TEAM MEMBERS WILL REACT POSITIVELY TO COMMUNICATING RESPONSIBILITIES
WITHIN A TEAM IF YOU:
➢ Are specific with enough detail to be clear
➢ Provide a responsibility that is measurable using quantitative goals when available
such as milestones
➢ Ensure they are attainable and realistic in terms of their own control, timeframe, and
resources available
➢ Communicate responsibilities that are both reasonable and realistic in terms of what
can really be achieved
➢ Give time-based goals that set dates for achieving milestones, results, completion
Most importantly, provide encouragement for team members to stretch beyond the norm and have
challenging responsibilities to achieve beyond the current levels, raise the bar.
AREAS THAT CAN REINFORCE TEAM-BASED SUPPORT
➢ Accessing training and learning opportunities
➢ Enough but not too much guidance and structure
➢ Equitable sharing of workload
➢ Follow-through with ideas
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2. DEVELOP AND FACILITATE TEAM COHESION
2.1 Develop strategies to ensure team members have input into planning, decision making and
operational aspects of work team
2.2 Develop policies and procedures to ensure team members take responsibility for own work
and assist others to undertake required roles and responsibilities
2.3 Provide feedback to team members to encourage, value and reward individual and team
efforts and contributions
2.4 Develop processes to ensure that issues, concerns and problems identified by team
members are recognised and addressed
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2.1 – DEVELOP STRATEGIES TO ENSURE TEAM MEMBERS HAVE INPUT INTO
PLANNING, DECISION MAKING AND OPERATIONAL ASPECTS OF WORK TEAM
TEAM COHESION
➢ Team cohesion goes hand in hand with team building
➢ The collective cohesion is what keeps any group or team together
➢ The challenge is maintaining the cohesion or the reason the team has come together
➢ Preventing group fragmentation is a key element of managing a team
Such activities would include setting out clear common goals and strategies to achieve and maintain
this.
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

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STRATEGIES
As discussed earlier in this session, it has been found that using a “process” such as a planning tool will
focus attention when it comes to growing and developing your team to the next level.
You can include several areas such as decision making and operational aspects of the work team on
which to base your ‘strategic’ planning.
THIS STRATEGY REVIEW MENTIONED EARLIER, INVOLVES EXAMINING.
Well – Looking at what you do well as a team
Improve – Looking at what needs to be improved in your team.
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Strategy – What strategy do you need to develop to improve your teamwork
How – Now that you have a strategy – how are you going to implement it
into your team environment?
EXAMPLE

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2.2 – DEVELOP POLICIES AND PROCEDURES TO ENSURE TEAM MEMBERS TAKE
RESPONSIBILITY FOR OWN WORK AND ASSIST OTHERS TO UNDERTAKE REQUIRED
ROLES AND RESPONSIBILITIES
Policies and procedures allow the organisation to systematically review and improve the quality of
workgroups and teams.
The development of policies and procedures are generally handled the same way as the initial team
establishment strategy.
POLICY
➢ A policy is a guiding organisational principle used to set some form of direction
➢ Policies are used to guide and influence decisions
PROCEDURE
➢ A procedure is a particular way of accomplishing something, e.g., that which is
contained within a ‘policy’
➢ To be effective, it should be designed as a series of logical steps to be followed and
reviewed
➢ A procedure would likely have an approach or cycle to accomplish an end result
Procedures are also promoted during evaluations or assessments and should be reiterated and discussed
regularly to ensure they remain relevant.
Copies of policies should be easily accessible to the workforce via your website or other electronic
sources such as intranet accessible data bases
EXAMPLES
➢ Company websites
➢ By email
➢ Blogs
➢ Formal meetings
➢ During induction
➢ Conferences
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
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AS A LIVING DOCUMENT PROCEDURES, CREATED FROM A POLICY, WILL NEED ON-GOING
REVIEW AND UPDATING.
➢ Identify any gaps in policies and procedures or changes to internal or external factors,
by encouraging a regular review of the current policies and procedures.
➢ Undertake workgroup research to ensure best practice ideals are being met and
consult with the organisations stakeholders to gain agreement on policies and
procedures.
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2.3 – PROVIDE FEEDBACK TO TEAM MEMBERS TO ENCOURAGE, VALUE AND REWARD
INDIVIDUAL AND TEAM EFFORTS AND CONTRIBUTIONS
CONSTRUCTIVE FEEDBACK USUALLY CONSISTS OF COMMENTS FROM OTHERS WHO ARE
FAMILIAR WITH THE WORK AND EFFORTS OF THE TEAMS IN QUESTION
➢ Feedback is encouraged and should be made with the intention of assisting team
members to improve or make informed changes
➢ Remember, both positive and negative feedback is to be expected, however, human
nature as it is will likely produce much more positive feedback than negative
➢ Consider the following as well as your own experiences or workplace actions by others

USE QUALITATIVE OR QUANTITATIVE MEASUREMENT OF FEEDBACK
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➢ Provide any data from systems or measurable software
➢ Include feedback from peers, customers or clients
➢ Address key performance indicators (KPIs)
➢ State facts or observations not assumptions
➢ Do not include personal perspectives of the manager and the person being reviewed

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ENCOURAGE, VALUE AND REWARD INDIVIDUAL AND TEAM EFFORTS
➢ Agree on performance for such areas as shared tasks
➢ Reward areas such as planning and scheduling
➢ Establish personal reward programs but only if appropriate and complies with
organisational policies and standards
Team members not only cooperate in all aspects of their tasks and goals, they share in what are
traditionally thought of as management functions, such as planning, organising, setting performance
goals, assessing the team’s performance, developing their own strategies to manage change, and
securing their own resources.
➢ Reflect on team activities
➢ Gather and use feedback
➢ Discuss the challenges
➢ Take ideas for improvement
➢ Celebrate successes
CHAMPION THE SUCCESS OF TEAM MEMBERS
➢ It is important to take time to privately and publicly recognise and congratulate small
wins and achievements along the way.
➢ Emphasise success rather than failures.
➢ Give rewards of a practical nature, gifts or other forms of recognition (only if
appropriate and complies with organisational policies and standards).
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2.4 – DEVELOP PROCESSES TO ENSURE THAT ISSUES, CONCERNS AND PROBLEMS
IDENTIFIED BY TEAM MEMBERS ARE RECOGNISED AND ADDRESSED
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
DEVELOP A PROCESS
➢ The purpose of problem analysis and subsequent process development is to find the
main cause of a problem or a concern before that escalates to a more serious or
holistic effect on the team or the organisation.
➢ The process in identifying issues, concerns and problems identified by team members
can be used as a form of mediation or it may be used as feedback in a review.
In most cases, the process to ensure issues are recognised and then addressed is because
something should (correctly) be occurring or happening and not what actually (incorrectly) is
currently occurring.
➢ Usually, the process is used when this deviation from the norm is significant or the
cause is not immediately obvious or known
➢ It is simply a systematic approach to answering the question “Why?” with confidence
➢ If concerns and problems are immediately known or identified by team members then
this process is not necessary
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EXAMPLE – RECOGNITION

EXAMPLE – ADDRESSING

PROBLEM ANALYSIS SEQUENCE
➢ A brief statement of the problem, identify the object and the deviation in the problem
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➢ Specify the problem giving a clear and accurate picture of the deviation
➢ Develop possible causes, look for the unique features of the problem and look for
changes
➢ Test possible cause, check against the picture of the deviation and reject those causes
which fail to explain the problem completely
➢ Verify the most probable cause through physical testing.
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3. FACILITATE TEAMWORK
3.1 Encourage team members and individuals to participate in and to take responsibility for
team activities, including communication processes
3.2 Support the team in identifying and resolving work performance problems
3.3 Ensure own contribution to work team serves as a role model for others and enhances the
organisation’s image for all stakeholders
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3.1 – ENCOURAGE TEAM MEMBERS AND INDIVIDUALS TO PARTICIPATE IN AND TO
TAKE RESPONSIBILITY FOR TEAM ACTIVITIES, INCLUDING COMMUNICATION
PROCESSES
TEAMS
“A small number of people with complementary skills who are committed to a common purpose,
performance goals and approach for which they hold themselves mutually accountable”

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ENCOURAGE TEAM MEMBERS AND INDIVIDUALS TO PARTICIPATE IN AND TO TAKE
RESPONSIBILITY FOR TEAM ACTIVITIES:
➢ Teams need to develop a clear working approach to ensure they work together to
accomplish their purpose. It is almost as important to develop their preferred working
style as it is to formulate team goals.
➢ In formulating an approach the team must take into account the social as well as
economic and administrative details.
➢ The next step is for team members to agree on who in the team will perform specific
jobs, how schedules will be adhered to, what skills will need to be developed, how the
group will make and modify decisions and how continuing membership will be earned.
THE SOCIAL ROLE IS OFTEN OVERLOOKED IN TEAMS HOWEVER IT IS AN IMPORTANT ROLE.
➢ The social role helps promote mutual trust and constructive conflict, which is
necessary for the team to succeed. In the best teams different members assume the
social roles at different times and contribute their own unique method for energising
and supporting the team.
➢ These roles evolve over time to meet the needs of the team as necessary.
A SENSE OF MUTUAL ACCOUNTABILITY
Mutual accountability creates a team; until this is present the group will remain simply that, a group.
This accountability underpins two critical aspects of teams, commitment and trust. By holding
ourselves accountable to the team goals we earn the right to have a say in the team activities or
functional performance and we receive a fair hearing when doing so. This in turn creates trust between
participating team members.
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COMMUNICATION
Improve
➢ The quality of communication you have within your team.
Strategy
➢ Implement a regular communication process.
How?
1. Each Tuesday morning have a meeting to cover key issues relating to your team direction and
team goals
2. Then, as of next month, conduct a personality analysis, so that people can get a better
understanding of their peers
3. Organise a document folder of information that relates to your team to be placed in a central
location or online through the office intranet or on each computer
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3.2 – SUPPORT THE TEAM IN IDENTIFYING AND RESOLVING WORK PERFORMANCE
PROBLEMS
➢ Identify the performance problem
➢ Determine if there are too many jobs
➢ Address the performance problems ASAP
➢ Determine if there are too few resources
➢ Use the time to discuss this in a positive way
➢ Ask the team to resolve and participate
➢ Are they: personal, performance, behaviour?
➢ Express concern for perfomance, not threats
SUPPORT THE TEAM
➢ Discuss with the team members who will know the reasons behind any performance
problems as they are the people actually doing the work or tasks.
➢ Discuss the problems with the team members and support them in identifying what
they think about the issues.
➢ Ask them for suggestions on possible solutions and if possible give them the
responsibility of implementing the agreed solutions.
IDENTIFYING AND RESOLVING
➢ Try to understand why the team members could not perform as expected.
➢ Do not assume that any one person on the team is at fault until you and the team have
had sufficient time in discussion.
➢ Focus on the issue and the reasons behind it.
➢ Identify the reasons that may have caused this lack in performance and find solutions
to it.
➢ After identifying the problem and discussing a suitable solution, it is time to take
action in solving the problem.
➢ Create a plan to implement the solution and regularly revisit the team to either check
milestones or make further changes if necessary.
➢ Give support to your team members to understand the issues and overcome them.
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3.3 – ENSURE OWN CONTRIBUTION TO WORK TEAM SERVES AS A ROLE MODEL FOR
OTHERS AND ENHANCES THE ORGANISATION’S IMAGE FOR ALL STAKEHOLDERS
STAKEHOLDERS MAY INCLUDE:
➢ Board members
➢ Business or government contacts
➢ Funding bodies
➢ Union/employee groups and representatives
➢ Work team
STAKEHOLDERS
A stakeholder is any person or party with a vested interest in an organisation.
➢ Stakeholders can be both internal and external.
➢ Stakeholders are extremely important to achieving successful outcomes.
➢ A key stakeholder can greatly influence what you achieve or don’t achieve.
➢ A stakeholder is not only an owner or shareholder or investor, it is everyone with a
vested interest in the organisation or entity that you may be gathering information
from.
➢ They can also be support services, product and service providers, sponsors, media,
transport authorities, police or other services.
➢ A stakeholder survey can provide useful feedback for an organisation or part of an
organisation that is involved in the process or activity of that organisation.
➢ A stakeholder therefore can be an individual or a group of people who have an
investment or stake in what you do.
➢ It is a broader definition than a customer who is someone who pays you to deliver a
service.
MUCH HAS BEEN WRITTEN ON CONTRIBUTING TO WORK TEAMS.
Ensuring your contribution to a work team serving as a role model for others may not necessarily fit the
key description of a team:
A sense of mutual accountability.
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4. LIAISE WITH STAKEHOLDERS
4.1 Establish and maintain open communication processes with all stakeholders
4.2 Communicate information from line manager/management to the team
4.3

4.4 Evaluate and take necessary corrective action regarding unresolved issues, concerns and
problems raised by internal or external stakeholders
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4.1 – ESTABLISH AND MAINTAIN OPEN COMMUNICATION PROCESSES WITH ALL
STAKEHOLDERS
MAINTAIN OPEN COMMUNICATION PROCESSES
➢ Establishing open communication lines between stakeholders and you or the team is
very important.
➢ As with all open communication it is critical to be honest and constructive to reduce
the potential of rumours or misunderstandings.
As already mentioned, a stakeholder can be anyone connected with or having an interest in your
organisation, so, as such it is inevitable that stakeholders with a vested interest will have differing
views and outlooks, different priorities and certainly in the case of non-paid stakeholders a different
levels of interest.
➢ There will be different objectives existing between the team and the stakeholder that
may lead to conflict, ambiguities, and power struggles.
➢ Position your communication with stakeholders as such that they will value the
intended business result.
CONSIDER THESE OPTIONS AND DETAIL THE ADVANTAGES OR DISADVANTAGES AS YOU SEE
THEM

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ESTABLISH OPEN COMMUNICATION PROCESSES
USE A STRATEGIC APPROACH WHEN COMMUNICATING WITH STAKEHOLDERS:
➢ Distinguish between proactive and reactive communication. Whatever mode is
selected it should facilitate two-way communication
➢ Ensure the communication is two-way and offer stakeholders the opportunity to ask
questions and provide their opinions
EFFECTIVE COMMUNICATION METHODS ARE STRATEGICALLY LINKED TO THE TARGET
AUDIENCE:
➢ The purpose of being strategic in this approach is to be more proactive and to
anticipate stakeholder issues rather than react
➢ Create a cooperative framework between the team and the stakeholders minimising
any perceived gaps in communication intent such as addressing policies, management
decisions and organisation actions
➢ Establish the needs and wishes of stakeholders before selecting the best methods for
communication
➢ Establishing the right dialogue processes e.g., face to face, internet, phone, email or
other method with the stakeholders to ensure efficiency and accuracy
➢ Ensure the stakeholders are aware of relevant issues of importance and not caught off
guard
IN DEVELOPING YOUR COMMUNICATION STRATEGY CONSIDER THE ORGANISATIONS POLICY
THAT SUPPORTS THIS
➢ When communicating information ensure that it is consistent, understandable and
delivered in timely manner.
➢ Anything that is in the organisation policy which prohibits this, would be seen as an
obstacle to good communication and may contain pitfalls.
TYPICAL POTENTIAL POLICY BREACHES MAY INCLUDE:
➢ Poor use of, or inappropriate language
➢ Any inconsistencies in sharing and distributing the information discussed and
communicated between the team and the stakeholders
➢ Unacceptable or confidential terminology
➢ A range of potential legal issues/obstacles when communicating with a range of
stakeholders
➢ Poor timeline or time management
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➢ Breaches in confidentiality
➢ Breaches in commercial sensitivities such as intellectual property
RELUCTANCE TO COMMUNICATE OR SHARE INFORMATION
Although you may have the right strategy and intent to open communication, not all stakeholders
would be willing or able to offer such open communication in return?
YOU MAY ENCOUNTER:
➢ The inability to obtain or deliver the necessary information
➢ An unwillingness to share communication
➢ Information overload
➢ Too much useless information in the view of the stakeholder
➢ Defensiveness or some form of distorted perception
➢ A bias or need to offer distortions from the past into your current communications
➢ Cultural differences and language difficulties
➢ Inconsistency of approach with a result that you send different messages
➢ Poor standards or incomplete data that will not suit your required information quality
➢ Lack of empathy or understanding of the stakeholder
In order to ensure, as much as possible, your communication strategy is effective consider the
following:
YOUR COMMUNICATION, AS MUCH AS POSSIBLE IS:
➢ Clear
➢ Concise
➢ Has a clearly defined action plan
➢ Targets appropriate audience
➢ Allows constructive feedback
➢ Followed up to determine effectiveness
➢ Proactive rather than reactive
➢ Follows agreed timeline
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4.2 – COMMUNICATE INFORMATION FROM LINE MANAGER/MANAGEMENT TO THE
TEAM
LINE MANAGER/MANAGEMENT MAY REFER TO:
➢ Chief executive officer
➢ Direct superior
➢ Other management representatives
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COMMUNICATE INFORMATION FROM LINE MANAGER/MANAGEMENT TO THE TEAM
➢ The single most important observation is that the objective of communication is not
the transmission but the reception.
➢ The whole preparation, presentation and content of communication in any format
must therefore be geared not to the speaker but to the recipient.
➢ Communicating information from a line manager or other management person to the
team would be a failure if the team does not understand or are not persuaded of its
intent and its content.
The objective of communication is to make your message understood and remembered
How to keep communication channels open

➢ Make sure your team is aware of the objectives of the overall business and that the
team’s objectives help make the business objectives successful
➢ Each team member should understand how their role enables the business to meet
those objectives.
➢ Second, establish a regular communication channel with management.
Here are some suggestions:
➢ Communicate regular status reports.
➢ Invite management to one of your team meetings.
➢ Present ideas for regular communication in the future
➢ Link your communication to where the objectives commence not half way
➢ Ask your management how and how often they want communication from and to your
team
➢ Indicate your team’s desire to help the company be successful
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TEAM COMMUNICATION PLAN
Example

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4.3 – COMMUNICATE UNRESOLVED ISSUES, CONCERNS AND PROBLEMS RAISED BY
TEAM MEMBERS AND FOLLOW-UP WITH LINE MANAGER/MANAGEMENT AND OTHER
RELEVANT STAKEHOLDERS
4.4 – EVALUATE AND TAKE NECESSARY CORRECTIVE ACTION REGARDING
UNRESOLVED ISSUES, CONCERNS AND PROBLEMS RAISED BY INTERNAL OR EXTERNAL
STAKEHOLDERS
➢ Taking a holistic view of communicating unresolved issues, concerns or problems
raised by team members is not too dissimilar to making assessments of risk.
➢ Although unresolved issues and risks are not quite the same thing, the nature of both is
largely unknown before you begin.
➢ With risks, you usually have a general idea in advance that there is a cause for
concern, whereas with an issue, especially those that are unresolved or emanating
from other already solved issues, tend to be less predictable
COMMUNICATE UNRESOLVED ISSUES – ISSUE MANAGEMENT
➢ Firstly, identify or define the issue
This is essential so you can track the concerns and problems raised by team members and to ensure you
have communicated with or assigned responsibility to the right people in order to resolve them.
YOU MIGHT LIKE TO CLASSIFY OR USE ORGANISATIONAL CATEGORIES TO IDENTIFY THE
UNRESOLVED ISSUES, CONCERNS OR PROBLEMS, FOR EXAMPLE:
➢ Technical – areas relating to functionality or performance
➢ Process issues – areas affecting the team project or objective
➢ Change management – an area often in need of additional resolution and generally
raises concerns or problems associated with misunderstanding, clarity of change or
reluctance to change.
➢ Customer or environmental changes
➢ Resource – issues affecting the provision or performance of duties, actions that relate
to equipment, material, or people problems.
➢ Third party – issues or concerns that are raised with suppliers or someone outside of
the organisation
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IT IS THEN HELPFUL TO IDENTIFY WHERE THE ISSUE WAS DISCOVERED
➢ Timing – discover when the issue was identified
➢ Provide full details and a description about what happened, what caused the
particular issue or concern and the potential impact if unresolved or communicated
correctly.
➢ List risks and what would happen if the particular issue or concern was left
uncommunicated or unresolved.
PRIORITY – AS WITH ALL FORMS OF COMMUNICATION, IT IS NECESSARY TO PRIORITISE THIS
SO THAT IT FITS WITHIN THE MOST ADVANTAGEOUS OPPORTUNITY TO GATHER THE TEAM.
➢ It may be simply an email or other notation that is all that is needed.
o High priority – A critical issue that will have a high impact on the team success
and has the potential to cause a major concern or other established risk impact.
o Medium priority – An issue, concern, or problem raised by team members that
will have a noticeable impact, but won’t stop the objective proceeding.
o Low priority – An issue, concern, or problem raised by team members that
doesn’t affect activities on a critical path schedule or timeline and probably
won’t have much impact if it’s resolved at some point later.
ASSIGNMENT/OWNERSHIP
➢ Determine who is responsible for communicating the issue, especially the phase of
follow-up with line manager/management and other relevant stakeholders.
➢ This person/s may or may not actually implement a solution (if a solution is in fact
needed) but would be responsible for tracking progress.
TARGET RESOLUTION DATE
➢ In all cases of communication based on unresolved issues, concerns or problems raised
by team members, it is essential to have a resolution time/date in place.
➢ As mentioned earlier, this communication may simply need an email or other form of
speedy resolution or maybe it is a longer process?
➢ Set in place a similar follow-up date with line manager/management and other
relevant stakeholders.
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CONGRATULATIONS!
You have now finished the unit ‘Lead and manage team effectiveness’
REFERENCES
These suggested references are for further reading and do not necessarily
represent the contents of this learners guide
➢ Virtual Team Success: A Practical Guide for Working and Leading from a Distance [Hardcover],
Richard Lepsinger (Author), Darleen DeRosa (Author)
➢ The Wisdom of Teams: Creating the High-Performance Organization, J. R. Katzenbach, Douglas
K. Smith (Authors)
➢ Team Effectiveness and Decision Making in Organizations (J-B SIOP Frontiers Series)
[Hardcover], Richard A. Guzzo (Author), Eduardo Salas (Author)
➢ Group Cohesion, Trust and Solidarity (Advances in Group Processes) [Hardcover], S.R. Thye
(Author), E.J. Lawler (Author)
➢ Stakeholder Theory and Organizational Ethics [Hardcover], Phillips (Author)
➢ Stakeholder Relationship Management: 1 [Hardcover], Lynda Bourne (Author)

Aim & objectives of the project

AssignmentTutorOnline

List of features that the artefact will include

Identify added value that the project provides

Identify the intellectual challenges involved

Justify the appropriateness and suitability of your approach for realising your artefact

What research methodology you will use

What project management approach you will use

Identify units and parts of the units you had in your course relevant for your project work

How would you sell your project outcome? What are you offering really new?

Which software packages, tools, languages, environments, licenses, hardware equipment, literature will be used?

Some resources might be already available at the university

BSBWOR502 ASS1 – Assignment – Team Performance plan

AssignmentTutorOnline

DELIVERABLE 1

Describe and outlining how your team of at least 12 people in at least 3 roles work together as the sales team for the company Pub Sub Ops (which you will need to get to know and research through the documentation through meetings you have had earlier in the course, and requesting more verbal information from your trainer)

Use the following 3 instruments to present this information.

1. Meeting notes
2. Organisation Chart
3. Role matrix – a chart with the following colums:
   – Person – A named person
   – Role – A role name. eg. manager, chef, software tester
   – Responsibilities – A list of ALL their responsibilities – may need to be broken down into areas
   – Accountability – What do they have to deliver, and who do they need to deliver it to / for.
   – KPI’s – Just the KPI names, they will be fleshed out in the performance plans.

DELIVERABLE 2

Performance plan for 3 roles, each performance plan will include

1. Description of the role, responsibilities and accountabilities as above
2. KPI table with the following columns (Measure, Target, Data Source, Frequency, Incentives / Penalties)
3. Description of a strategy to ensure the company provides the right support to ensure the team member will exceed these performance outcomes. Do this by
   a) Outlining all the necessary things that the team member requires to meet these KPI’s:
   i) training
   ii) tools
   iii) equipment
   iv) software
   v) other resources
   b) For all of the above (i – v), describe checks and feedback mechanisms, and communications tools and processes will be made to ensure that they are always available and useful for the team member. Answer the following questions:
   i) How are you checking that training is being done effectively?
   ii)How are you checking that tools, equipment, and software are available, functional and appropriate?
   iii)How are you checking that other resources are available and appropriate, and functional?

BSBWOR502 ASS2 – Team member input strategy

TASK

Pub Sub Opportunists are all about ensuring that team members can communicate effectively.

Your task is to develop a strategy (any strategy) to ensure team members have input into planning, decision making and operational aspects of work teams across the the organisation.

This task again makes you responsible for coherent high-level thought and leadership exhibited in communication. It gives you great power and responsibility to make changes to the organisation, and again calls for creativity in modelling of the entire organisation to meet the desired outcomes.

The strategy must be cohesive and show an hour of good quality work ie. 500 words or equivalent in charts etc.

The following are areas and examples which you may like to use in your strategy.

In house strategic elements

Plans

• Detail a plan to ensure effective communication for eg. a mentorship or buddy system

Policies

• Policies that what detail type of decisions need to be made in consultation with the stakeholders, and what format should the consultation should take place.

Procedures

• Create a procedures for how decisions should be made about who needs to be engaged and how
• Create a procedure that details how the flow of information should happen

Instruments

• Create the actual forms or documents that will be used to implement the above policies and procedures

Technical solutions

• Implement a technical solution for helping team members to communicate in important times.

Controls

• Create KPI’s for people making decisions to conduct effective consultation
• Create KPI’s for team members to effectively participate in decisions

Outsourced strategic elements

External Progams

• Suggest some external programs which may be used to ensure team member input happens

Consultants / Professionals

• Suggest certain types of consultants or professionals that could be engaged to meet these ends.

BSBWOR502 ASS3 – Team productivity policies

As the manager for Pub Sub Ops:

Please refer to where the opportunity analysis team fits in the flowchart in the business documentation.

Modify business documentation to deliver the following:

Deliverable A

Pub Sub Ops needs policies and procedures to ensure that opportunity analysis team members take responsibility for their own work (across the entire spectrum of their work)

Deliverable B

Pub Sub Ops needs policies and procedures to enable the opportunity analysis team to assist others to undertake required roles and responsibilities (across the entire spectrum of their work)

The policies and procedures need to be formalised into a standard format used in industry:

For policies; these are a set of rules or guidelines that govern conduct.
1. Give the policy a name
2. Outline the points of the policy
3. Make sure you write in sentences.

For procedures, these are step by step instructions on how to complete a specific task or work.
1. Target an area of work or task that has to be done.
2. Name the procedures.
3.  Outline the steps of the procedures from start to end.

Which policies and procedures would you put in place? (It’s okay to merge A and B).

BSBWOR502 ASS4 – Rewarding contributions

Background

The Pub Sub Ops sales department has met all of their KPI’s this month. Well done to them.

Team Total sales:
100 new clients per month – last month: 200

Individual top performances (KPI 10 per month)
John – 23 new clients added. (He made a special effort to learn French and to go after that market)
Farrah – 14 new clients added (Farrah has turned over a new leaf)
Simon – 9 new clients added (Simon is new, and it’s considered great for a starter)
Jess – 3 new clients added (she has been a bit moody, noone knows what is going on.)

Theory

KPI’s can be a great centerpiece in a motivational strategy for a workforce, but in this task we will need to go beyond the systematic nature of KPI’s, and augment our understanding of human motivation. To get more out of reward as a motive we can look deeper into using celebration as a psychological tool, publicly lifting up someone’s success or even simply their efforts can encourage positive rivalry, embed knowledge of the reward system, and do much more. Think of other occasions where people have been celebrated for their success, it goes back to ancient times, use the web to search for “how to celebrate success at work” and you’ll be on your way. Now start to imagine your sales team at Pub Sub Ops, and think of a strategy you can implement to do the same.

Deliverables

 1. Strategy

Show you value the team and specific individuals efforts and contributions by creating a strategy for encouraging and rewarding them, evidence of this will come in two forms:

1.1 You are going on holiday soon and you can’t be there to so you’ll need to deliver an outline of your strategy for a subordinate to implement.

1.2 Your superior needs to know why we should be spending time and resources, so you should deliver a paragraph explaining and justifying your vision and strategy and costs.

2. Communique

Produce an actual example of a communique to staff that you’ll use to directly encourage them (eg wall poster, email, memo, announcement transcript etc)

BSBWOR502 ASS5 – Listening to team

Recently it has been noted that there has been a dip in staff morale at Pub Sub Ops, as always, management have decided to look at processes as a way to identify the causing factors.

Develop processes to ensure that issues, concerns and problems identified by team members across the whole company are recognised and addressed.

You’ll need a combination of an active strategy and a passive one.

1. A grievance policy (passive) Similar to what you did in ICTICT610 (but this time for the whole company)
2. A strategy* to perform regular active reviews via a feedback form. Include:
   a) questions to ask on the feedback form
   b) process for distribution and collection of the feedback form
   c) Process to action the feedback: you are required to create a process to address any issues that arise from the feedback form. You could determine a heuristic with several suggested approaches depending on the type of problem, and the best course of action – at least initially.

*The strategy is not just advice, it is actionable instructions (eg. contains what to do, where, when, why, and how to do it, and who should do it)

BSBWOR502 ASS6 – Facilitate teamwork

Your class in the Advanced Diploma of IT should be an environment where we help one another to get the work done and help each other overcome obstacles. Although our own work is original to us, and our own responsibility, we will get the great results if we work as a team.

TASK 1
Students in the class group have their own schedule, and many arrive late because of other commitments (eg. work) . Support the team in identifying and resolving work performance problems by having a meeting in class or in the telegram group chat and:

1. a) explaining how group dynamics can support or hinder team performance (you’ll need to provide at least 3 examples yourself to the team)
   b) deciding together(by building consensus) on times where everyone can be in class together at the same time in the week for group activities.

Evidence required: Recording / Chat log.

TASK 2
Speak for a minute or create a memo and deliver to the class to encourage team members to take responsibility for things which are important for individual and group success in the course. *Make sure to include communication processes which are important. Evidence required: Recording / Chat log.

*Requires original thought.

TASK 3
Speak for a minute or write a paragraph of self-reflection explaining how your own contribution to the work team serves as a role model for others and how it enhances the organisation’s image for all stakeholders. Evidence required: Recording / Chat log.

TASK 4
Detail 3 other strategies (that we aren’t already using or doing) that can support team cohesion, participation and performance. Evidence required: Recording / Chat log.
eg.

• Collaboration strategies, tools and techniques (how you can help the team to collaborate better)
• Team building strategies
• Training, eg. leadership training etc

BSBWOR502 ASS7 – Liase with stakeholders

TASK 1

As a member of PSO, you’ll need to communicate with a broad range of stakeholders, and it is important to have great communications strategies.

For each of the scenarios (find them below), refer to the organisation documents including policies and answer the following questions.
a) Who in the organisation will you communicate this to?
b) What will you communicate?
c) What do you need to be careful of when communicating?
d) What would be your primary way of communicating this?
e) How would you know the primary method of communication hasn’t worked? What would you do next?
f) Describe processes you would develop and use to ensure that this type of communication remains continuous and open?
g) If you were on the receiving end of this communication, what corrective action would you take?

Scenarios

1.) You are an employee in the sales office, another “employee” is outside, and says has had his office keycard denied access, but you aren’t sure who he is.0

2.) You are a sales manager: You have been told that a client has been abusing a member of the sales team on the phone.

3.) You are the HR Manager, The board has decided to lay off 14 people in the sales team due to poor performance.

TASK 2.

Upload an (unlisted) Youtube video or sound recording of two of these scenarios where you communicate face to face with a stakeholder (student or your trainer playing the part of the person you are communicating to)

The actor is required to introduce at least two unforseen problems with the communications process (eg. a personal or cultural sensitivity, or blockage) into each scenario.

SWK 333: Research for Social Work IIMidterm ExamSpring 2022
 Student name: _________________________ Directions: This exam is open book and open note.  However, this is an individual exam.  You may not work with peers or seek assistance on answers from other individuals.  Any such behavior will result in an automatic F on the exam.  After completing the exam, upload to the assignment portal on Blackboard under “Major Assignments” Due Date: Friday, March 11 at 11:59 PM Multiple Choice: Highlight in bold the correct answer to the following statements. 1.                           The symbol “f” indicates … a.                            the number of cases with a given valueb.                           the number of cases in the study samplec.                            (when the variable is categorical), the proportion of cases with a given valued.                           a case’ key characteristice.                            subgroups Review the below table and answer the questions that follows: Table 1Scores on Statistics Exam   Score      FrequencyPercentageCumulativefrequencyCumulativepercentage59 or below3 31560 to 69525  70 to 795 136580 to 8942017 90 or above3 20100Note. N = 20.2.                           What is the sample size?a.                            20b.                           100c.                            .20d.                           None of the above 3.                           Look at Table 1 above: What is the percentage that scored 90 or above?Formula:  % = (f/n) × 100a.                            10b.                           15c.                            20d.                           3e.                            100 4.                           What is the mean of the values: 10, 15, 35 Formula:  a.                            10b.                           15c.                            35d.                           20e.                            60 5.                           Consider this data: 1, 2, 3, 6, 52.  Which measure is preferred? a.                            medianb.                           meanc.                           both are equally preferred. 6.                           Which set of observations has greater variability? a.                            6,7,8,9,10b.                           1,6,8,10,23c.                            variability is the same for both a. and b. 7.                           What is the range of the values 8, 5, 3, 9, 6? a.                            3b.                           4c.                            5d.                           6e.                            8 8.                           The standard deviation of scores on a self esteem measure is calculated to be 10 points.  After calculation, it is discovered that all scores were, mistakenly, scored 3 points too low.  What is the standard deviation of the correct scores? a.                            13b.                           10c.                            7d.                           Cannot be determined from the information provided 9.                           Calculate the standard deviation of the observations 2,4,6. Formula:   a.                            0b.                           1c.                            2d.                           3e.                            4 10.                     In a normal distribution about _____ % of cases are located within one standard deviation of the mean. a.                            68b.                           95c.                            99d.                           50e.                             none of the above.           11.                     The areas located in the extreme right and left sides of a distribution are termed the distribution’s ________.a.                            extreme areasb.                           outsidesc.                            tailsd.                           skewse.                            tips 12.                     When a distribution is negatively skewed, scores tend to cluster more tightly in the ______ side/area of the distribution a.                            left (lower)b.                           right (upper)c.                            scores are equally concentrated on both sides. 13.                     The following distribution: is …a.                            negatively skewedb.                           normal in shapec.                            positively skewedd.                           bimodal14.                     Kurtosis refers to the degree of _________ of a distribution.a.                            skewnessb.                           peakednessc.                            symmetryd.                           normality 15.                     Taylor’s z score on X is 0.74.  How many standard deviations above or below the mean is her score?a.                            1.00 standard deviation belowb.                           0.74 standard deviation belowc.                            0.74 standard deviation aboved.                           1.00 standard deviation abovee.                            cannot be determined 16.                     The mean score on a self-esteem scale is 50.  The standard deviation of scores is 10.  Andrea scored 32.  What is her z score? Formula:  z = (X − ) ÷ sa.                            −1.80b.                           −1.00c.                            0.00d.                           1.00e.                            cannot be determined 17.                     The greater the number of visits by family members, the lower the depression level of nursing home clients.  Visiting and depression level are … a.                            unrelatedb.                           relatedc.                            neither related nor unrelated 18.                     Choose the risk ratio that conveys the largest associationa.                            .1b.                           .2c.                            .3d.                           .4e.                            .5 19.                     Odds ratios that are reciprocals…a.                            convey the same size of associationb.                           convey differing sizes of associationc.                            always convey the absence of any association at all 20.                     An odds ratio calculates to 0.08.  This conveys a _________ relationship between variables.a.                            the absence of relationshipb.                           small (or very small)c.                            medium-sizedd.                           large (or very large)  Open Ended Questions Review table 6.1 and answer the questions that follow: Table 6.1   Delinquency Prevention Program 1 Delinquency Prevention Program 2   Commits offense within one year 4033% 4050% 8040% Does not commit offense within one year 8067% 4050% 12060%   12060% 8040% 200100%   21.                     What is the total number of participants in Program 1 who commit an offense?  22.                     What is the D% between participants who do not commit offense within one year in Program 1 and participants who do not commit an offense within one year in Program 2? 23.                     Based on the D% in Q22, what is the size and strength of the relationship?  24.                     Eighteen percent of boys versus 12% of girls engage in aggressive behavior during recess according to a behavioral observation tool.  What is the risk ratio (RR)? Treat boys as the first group. Formula:  RR = %1 ÷ %2  25.                     Eight of 12 youth successfully complete a delinquency prevention program.  For these youth, what are the odds of successful completion? Formula:  odds = %e ÷ %ne  or  odds = ne ÷ nne  26.                     40 (40%) of 100 clients who participate in Job Training Program 1 versus 25 of 100  (25%) participating Job Training Program 2 obtain full-time employment within a year.  With Program 1 treated as Group 1 and obtaining full-time employment as the event, what is the odds ratio? 27.                     How would you explain your interpretation of the odds ratio you calculated in Q26? 28.                     What is the difference between descriptive coding and values coding? 29.                     In our week on qualitative research we discussed reflexivity.  Discuss how your own positionality as it relates to your research project (quantitative or qualitative). 30.                     Think about your group research project for this class.  Based on what you currently know about data analysis, what will you do for your initial data analysis?