High preforming teams sample

high performing teams Level 4

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High Performing Teams 1

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Welcome to High Performing Teams.

This training resource covers two core areas:

Unit Title

1983 Analyse work content and identify work team needs

11101 Collaborate within a group/team which has an objective(s)

9694 Demonstrate and apply knowledge of communication process theory

9704 Manage interpersonal conflict

11098Analyse listening techniques, and listen and respond to information received

Who is this training resource for?

This training resource is for retail managers or supervisors, or experienced retail staff wishing to become managers or supervisors.

Topics in the High Performing Teams training resource

The High Performing Teams training resource is an elective training resource within the National Certificate in Retail Level 4. There are six sections in this training resource:

• CreatingSuccessfulTeams

• CommunicatingEffectively

• WorkingCollaboratively

• Developtheteamyouneed

• Dealingwellwithconflict

• HighPerformingteams–bringingitalltogether

This training resource is designed to be worked through in the order the topics are presented. This is because the teamwork and communication specific sections will help you to develop the skills and knowledge you need to work through the team development and conflict sections.

ThesectiononCommunicatingEffectively(section2)includeslistening.Thetopicoflisteningis covered at level 5 (all the other topics in this training resource are covered at level 4). This means that you are likely to notice that the content and assessment around the listening topic is a little more in depth than it is for the other topics in this resource.

INTRODUCTION

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What is included in this training resource?

Thisresourceisdividedintosections.Eachsectioncontains;

• informationandexamplesforyoutoreadthrough,

• activitiessoyoucanpracticewhatyouhavereadabout,andtohelpprepareyoufor the assessment,

• assessmenttasks.

Icons

The following icons have been used in this training resource. Outlined below is an explanation of what the icons mean.

This icon indicates that there is a DVD clip to watch.

This icon gives you a Hot Tip.HOT TIP!

This icon lets you know that there is more information on this subject in another module, section or training resource.

This icon tells you there is a key point to remember.

This icon identifies an example.

This icon indicates an activity for you to do. The activities do not form part of the assessment but will help to reinforce your learning.

ThereisalsoaCD(attheback)–thishastemplatesandformsyoumayfindusefulfortheassessment tasks.

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Outcomes from this training

When you have completed this training resource, you will be able to:

• describetheadvantagesofworkinginteams

• explainhowcommunicationworkswithinteams

• workcollaborativelytoachieveteamgoals

• discussmethodsforselectingbalancedteams

• explainwaysofsupportinghighperformingteams

What will be expected of you?

Activities

Throughout the six different sections in this training resource there are a number of activities. These activities appear wherever you see this icon (insert activity icon here). These activities give you an opportunity to practice what you have learned, and to prepare you for the assessment tasks. After completing each activity, take the time to check with someone suitablethatyouareontherighttrack.Seethelistofpeopleinyourlearningteamforideasabout who you can check with. Buy yourself an exercise book to use for the activities so you have all your examples/evidence together in one place.

Recommended Reading

Attheendofeachsectionthereisalistofrecommendedreading.Ifyouwanttolearnmoreaboutatopicinanyofthesections,theselistsprovidealistofpossiblesources.Ifyouwanttodo more research on any of the topics, feel free to search on the internet and see what other research, models or information you can find.

Assessment

At the end of each section, there are assessment tasks you need to complete. You should read through all the assessment tasks before you begin working your way through the resource. This is because in many cases you will be able to gather the evidence you need for these tasks fromyourdaytodaywork.Fortheprojectteamtasks–yourprojectmaybecompletedinthespaceofafewweeks–butitmaytakeyoulongerthanthattoworkthroughtherelatedsections of the training resource. As you read through all the assessment tasks, develop a learning plan with a timeline and a list of the evidence you will have to collect as you learn.

One of the key things to remember when you are completing your assessments is that your assessor doesn’t know you. You have to provide all the information, as your assessor needs to see enough to know that you can competently complete these assessment tasks.

Youarerequiredtotypeyourassessmenttasks.Assessmentsmustusearialsize12font,anddoublelinespacing.Ifyoudonothaveaccesstoacomputer,thenyoumaywriteyourassessment.Ifyouwillbehandwritingyourassessment,pleasecontacttheRetailInstituteon0800xxxxxxxxtorequestLevel4assessmentpapertouse.(Niki–isthisthecorrectprocess?)


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How much time will you need to put into completing this training resource?

Howmuchtimeyouneedwilldependonyou.Ifithasbeenawhilesinceyoulaststudied,itmaytakeyoualittlewhiletogetusedtostudyingagain.Ifyouarenotafastreaderorwriter,itmighttakeyoulongerthansomeotherpeople.Mostimportantly,thisisyourtraining.Ifyou need support to complete it, talk to the key people in your learning team.

Preparing a plan for how to complete this resource and the assessment tasks is the best way to make sure you complete it in time. You should be able to complete this training resource inaroundthreemonthsfromwhenyoustartit.Allowingatleast10hoursaweekisagoodstart.Itisagoodideatogothroughthistrainingresourcewithahighlighter.Identifythesections you know the best, these will take less of your time to complete. Also identify the sections where you need to spend more time learning. By doing this you will know where you need to put the most effort in.

Itisimportanttothinkabouthowyouwillusethetrainingresource,andhowyouwilllearn.Make the most of the training resource by reading through each section, and completing the activities as you go. At the end of each section there is a list of recommended readings. These recommended readings are additional reading (they may be available at your local library) that can help you learn more about the topics in this training resource.

Key people in your learning team

You – throughout this training resource you will be referred to as the ‘trainee’

Verifier –(checkRIverifierdocfordefinition).Youidentifiedyourverifieronyourtrainingagreements documents. Your verifier could be your manager, the business owner, the mall/shoppingcentremanageretc.Yourverifierdoesnotnecessarilyhavetoobserveyoudirectly;they may use observation notes from one of your team members to complete the verification sheets.Itisimportantthatyoucontactyourverifierandagreehowandwhentheywillverifyyour evidence.

Assessor – the assessor is the person who will review your completed assessment, assess these against the requirements of the NZQA unit standards, and make a judgment as to whether you are competent, or not yet competent.

NZQA (New Zealand Qualifications Authority) – completed unit standards and qualifications are registered with the NZQA and are entered on to your Record of Learning. NZQA ensure that assessment processes are robust and fair.

There are many other people that you may want to involve as you work your way through this training resource. Other people may include staff at your local business association or chamber of commerce, and other store supervisors or managers that you know.

What do you already know?

Now you know how to use this training resource, and what the topics are, it is a good time to think about how much you already know.

For each of the topics listed below, write down one or two things that you already know about that topic, or one or two things related to that topic you already do.


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Creating successful teams

Communicating effectively

Working collaboratively

Creating balanced teams

Dealing well with conflict


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Where you can go for help

There are a number of people you can contact if you need help as you work through this training resource:

• Yourmanager

• Storeowner

• Mall/centremanagers

• Colleagues

• RetailInstituteAssessor

Ifyoustillneedhelp,thencontacttheRetailInstituteon:0800486738

Finally, don’t panic! Using this training resource will enable you to learn what you need to know, and give you the opportunity to practice what you have learned. This means when the timecomestocompletetheassessmenttasks–youwillbeready.

This training resource in detail

Communication

Communication, although having its own dedicated section, underpins every section in this trainingresource.Itisimportanttobeawareasyouworkthroughthistrainingresourcethatcommunicationisn’tjustaboutspeakingandlistening.Speakingandlisteningmakeupa large part of your communication, but thinking, reading, writing, and observing are also important aspects of communication.

Projects & Teams

Throughout this training resource and within the assessment there are many references to ‘projects’ and to ‘teams’.

A project is any group of tasks that have to be organised and shared by a group to be completed. Many of the groups of tasks you are involved in every day are in fact ‘projects’. Examplesofprojectsinretailinclude;storeset-ups,stock-taking,settingupdisplays,thinkingof Christmas promotions, in fact there are probably hundreds of possible projects in a retail environment.

A team is a group of two or more people (plus you). To complete the assessment tasks within this training resource you can use different types of team experiences. Generally there are threedifferenttypesofteams;

1. Yourday-to-dayteam–thisisyouroperationalteam

2. Functionalteams–e.g.ahealthandsafetyteamwithrepresentativesfromdifferentbranches of one retailer, or representatives from different stores within a mall.

3. Projectteams–theseareteamsthatworkonone-offprojectse.g.ifthreestaffareneededtore-doallthehang-selldisplaysinthestore–thentheyarepartofaprojectteam.Itisthisthirdtypeofteam–theprojectteam–thatyouwillneedtospecificallyset up to complete some of the assessment tasks.


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To complete this training resource and the assessment, you must have access to team leadership opportunities, whether or not you have staff directly reporting to you.

Insomesections,asyoureadthroughtheinformation,youwillcomeacrossmodels.Modelsare a way of representing and explaining a concept or theory. Models can be helpful in understanding the steps involved in a process like communication, or key areas that are needed for success in teams.

You also may see words or terms that you have not seen before. Getting used to different words or terms is part of the learning process. These terms will be explained within the content in each section. Key words related to this module will appear with a definition to the side of where they appear on the page. You will have noticed this as you read this introduction. At the end of this resource there is also a glossary, with a larger number of wordsandterms.Ifthewordyouarelookingfordoesnotappearalongthesideofthepage,then check this glossary. You may also find a dictionary useful.

My Habitat

My Habitat is a fictional case study (‘retail scenario’ might be better) that appears in all sections of this training resource. My Habitat is a home decor store, managed by Troy and staffed by his team of six.


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CReATINg SUCCeSSfUl TeAMS To create retail success, teams of retail staff are working together every day. For a store to functionsmoothlyonaday-to-daybasis,theremustbeeffectiveteamwork.Butgettingthejob done is just one of the reasons for working with teams. When teams work effectively together–thereareotherbenefits.Satisfiedstaff,apotentiallylowerstaffturnover,andteam members learning from the knowledge and experience of others, are some of the other benefits teamwork can bring.

Inthissectionyouwilllearnthattherearereasonssometeamsaremoresuccessfulthanothers.Effectiveteamworkingistheresultofanumberoffactors.Youwilllearnaboutsomeof the research done on successful team work, as well as read about the key factors for successful team work.

After you complete this section you will be able to:

• Understandthereasonsforusingteamwork,andsomefactorsthatareimportantforsuccessful teamwork

• SetSMARTobjectivesforyourteam,andallocateresponsibilitiestoteammembers

• Leadyourteamsothateveryoneisworkingcollaboratively

• Setgroundrulesanddemonstrateappropriatebehaviourforteamworking

• Useselfevaluationtothinkabouthowyouperforminteams,andidentifyanypotentialdevelopment areas.

Intheintroductionsection,youreadaboutthreedifferenttypesofteam–operational,functional and project based. The type of team you will be most familiar with is operational, i.e. your day to day team at work.

SecTioN 1

Deepakmanagesthetradecounteratalargehardwarestore.Eachdayhehastoworktogetherwithhisfourstafftomakesurethedrivethroughstockbaysarere-filled,andorders are placed with suppliers. He also needs to be sure that trade orders are picked and ready when trade account customers come through. Making sure everything is done on time, and that customers are happy requires the whole team to work together effectively.

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Someteamsaresetuptorunlongtermforfunctionalreasons–e.g.HealthandSafety.

Ontopoftheteamworkthattakesplaceinretailstoreseveryday–therearetasksthatarebetter handled by a project team. Project team work covers all the work your team must do that doesn’t completely fit their day to day roles.

Itistheteamworkneededforthesekindsofprojectworkthatwewillfocusoninthisresource.

Miriama is the health and safety rep for herstore.All18storesinthechainhavearep.Sheisamemberonthehealthand safety committee, which is headed up by the company Occupational Health &SafetyOfficer.Theteamisresponsibleforin-storesafetyaudits,andforhealthand safety training,

Joe manages a bike shop. Within the business they both sell bikes and accessories. They also offer bike servicing. Joe thinks the store would benefit from a new look inside–becausethedecorisstartingtolookabittired.Theownerhasgivenhimabudget to redecorate.

Joemeetswithhisstaff(2retailand1retail/bikeservicing),andsetsaprojectforhimself and the team to come up with a plan for the new store fit out.

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Why use a team approach?

One of the main reasons for using a team approach is ‘synergy’. Put simply, synergy means that what can be achieved by a group of people working as a team, is greater than what can be achieved by adding together the achievements of the individuals working alone.

What is needed for team success?

There are six fundamental areas that combine together to create successful team work situations(KatzenbachandSmith).Theseare:

• Smallnumbersofpeople–typicallylessthantwelve

• Commonpurposesforworking

• Specificperformancegoalsthatarecommonlyagreedupon

• Complementaryskillsingroupmembers

• Sharedworkingapproaches

• Mutualaccountabilityamongstallmembers

Source:Katzenbach,JonR.,andDouglasK.Smith.TheWisdomofTeams.NewYork,NY:HarperCollins,2003.

Team success factor #1 - Team numbers

Smallerteamsgenerallyworkbettertogether,thatiswhywhetheryouworkinasmallstoreor a large one, the specific team you are part of is likely to be small. The breaking down of larger groups of staff into smaller teams is commonly seen with stores that have departments. For example in a large sports store, there might be a number of teams covering separate departments such as sportswear, camping and fishing, and sporting equipment.

Teamsmadeupofsmallernumbers(i.e.lessthantwelve)–areeasiertomanage.Peoplecanalso work more closely together with all other team members when the numbers are small.

Team success factor #2 - Common purpose

People perform better in teams when there is something to link them all together. A common purpose means that the team’s reason for existing matters to everyone in the team. All retail operationalteamshaveacommonpurpose–theseusuallyincludemakingsalestargets,anddelivering great customer service.


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Team success factor #3 – Specific performance goals (objectives)

Sothatthesuccessofateamworkprojectcanbemeasuredaccuratelywhentheprojectiscompleted,clearobjectivesneedtobesetatthebeginning.AllobjectivesshouldbeSMART:

s Pecific

The objective must be specific, so that the team knows exactly what they are trying to achieve.

m eASureAble

Someformofmeasurementisneeded–sothatoncompletionyoucandeterminetowhat extent the team achieved its objective

a cHieVAble

The objective has to be achievable. By setting an objective that is achievable your team will commit more readily to the project.

r eAliSTic

While it might be fantastic to think you could complete the stock take in half the time itusuallytakes–thatmightnotberealistic.Staffwillworktogetherbestwhentheybelieve the objective is realistic. For example for a stock take objective it might include completing the stock take in five hours instead of six.

T ime frAme

There needs to be an end point for the project. This keeps all team members focussed on the objective, and on track with their individual tasks.

example of SmArT objectives: CompletetheChristmaspromotionaldisplaysbythe15thNovember,includinggainingapproval from the Regional Manager.

Finish the audit of customer returns by the end of August, including accounting for all returned stock.

HavingSMARTobjectivesisakeypartofmanagingprojectsthroughouttheirexistence,andkeeping things on track.

MoreinformationaboutSMARTobjectivescanalsobefoundintheTrainingand Development training resource of the Level 4 Certificate programme.

0800486738www.retailinstitute.org.nz

Copyright©RetailInstitute

All rights reserved. No part of this publication may be reproduced in any form without prior writtenpermission.EnquiriesshouldbemadetotheRetailInstitute,POBox24341,Wellington.

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High preforming teams sample

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