Lead and manage team effectiveness

Learner Guide: BSBWOR502

Lead and manage team effectiveness

Section 4 Liaise with stakeholders

BSBWOR502 LEARNER GUIDE 2 | P a g e Version 3.5

Version control

Version No. Date Dept. Change

1.0 11/11/2015 Training Original

2.0 03/03/2016 Training Re-write

3.0 16/05/2016 Training Re-write

3.5 13/12/2016 Training Updated content

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Contents Contents 3

Introduction to Lead and manage team effectiveness 5

Glossary of Terms 6

Section 4 Liaise with stakeholders 7

4.1 Establish and maintain open communication processes with all stakeholders 7

Maintain open communication processes 7

Establish open communication processes 7

Reluctance to communicate or share information 8

4.2 Communicate information from line manager/management to the team 9

The objective of communication is to make your message understood and remembered 9

Team communication plan 9

4.3 Communicate unresolved issues, concerns and problems raised by team members and follow-

up with line manager/management and other relevant stakeholders 10

4.4 Evaluate and take necessary corrective action regarding unresolved issues, concerns and

problems raised by internal or external stakeholders 10

Communicate unresolved issues – Issue management 10

Build team effectiveness 11

Conflict 12

Monitoring Performance 12

The performance and development cycle 13

Planning: 13

Monitoring: 13

Performance review: 13

Recognition and reward: 13

Manage Self 14

Seeking Feedback 14

How to ask for feedback 14

If you are a Supervisor or Manager 15

Types of Training 16

Technical training 16

Quality training 16

Skills training 16

Soft Skills Training 16

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Professional Training 17

Safety Training 17

References 19

Websites 19

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Introduction to Lead and manage team effectiveness This is one of the Units you require to competently complete to obtain your Diploma in Logistics.

When studying for this Unit there are several guidelines that will assist the student and the assessor

to ensure that the student has successfully completed the components deemed necessary by ASQA

to have fulfilled their knowledge acquisition of this Unit.

These components are made up of the elements of the study material, then the students must show

that they have knowledge and performance skills learnt during the study of this Unit. The table

below will identify for the students the elements they must become competent in and then the

performance and knowledge skills they must show.

If the student does not work within the industry at present, then these skills shall be identified with

Case study or Role play scenarios that the student must perform

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Glossary of Terms

The criteria for this unit of competency include understanding certain terms. Developing a glossary

of terms is a useful way to ensure you have the basic terminology correct. It is strongly

recommended that you develop your own glossary and add to it throughout this unit and the rest of

your study.

For further information, refer to your Learner Guide or www.businessdictionary.com

Accountabilities The obligation of an individual or organisation to account for its activities, accept responsibility for them, and to disclose the results in a transparent manner.

Cohesion Extent to which the members of a group find staying together to be in mutual interest.

Constructive feedback

Communication that brings to an individual’s attention an area in which their performance could improve, in a manner that helps the individual understand and internalize the information.

Consultation Seeking and giving of advice, information, and/or opinion, usually involving a consideration.

Key Performance Indicators

Key business statistics such as number of new orders, cash collection efficiency, and return on investment (ROI), which measure an organisation’s performance in critical areas. KPIs show the progress (or lack of it) toward realizing the organisation’s objectives or strategic plans by monitoring activities which (if not properly performed) would likely cause severe losses or outright failure.

Performance plans

The process by which a manager or consultant (1) examines and evaluates an employee’s work behaviour by comparing it with pre-set standards, (2) documents the results of the comparison, and (3) uses the results to provide feedback to the employee to show where improvements are needed and why.

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

Responsibilities A duty or obligation to satisfactorily perform or complete a task (assigned by someone, or created by one’s own promise or circumstances) that one must fulfil, and which has a consequent penalty for failure.

Roles A prescribed or expected behaviour associated with a particular position or status in a group or organisation

Stakeholders A person, group or organisation that has interest or concern in an organisation.

Stakeholders can affect or be affected by the organisation’s actions, objectives and policies.

W.I.S.H. • 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

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Section 4 Liaise with stakeholders

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 the

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

Advantages Disadvantages

Monitor your key stakeholders

Update regularly with all external

stakeholders

Secure commitment of your

stakeholders and clients

The more your stakeholders are

committed to your objectives the more

likely you are to achieve your specified

outcomes

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

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➢ 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

➢ 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 guidelines when communicating with someone:

➢ 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 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.

Line manager/management may refer to: ➢ Chief executive officer

➢ Direct superior

➢ Other management representatives

The objective of communication is to make your message understood and remembered How to keep communication channels open

Sender Message Method Recipient Meaning

FEEDBACK

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

Team communication plan

Example

Sender Message Method Recipient

Deliverable Description Delivery Method Frequency Owner Audience

Reports Status report Regular update Meeting Monthly Manager Teams, A,B

Quality report Quality performance

E-mail Weekly Quality Manager

Teams A, B, C

Reviews & Meetings

Team meeting Meeting to review status

Meeting Monthly Manager Teams A,B

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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

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.

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

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.

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.

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It may be simply an email or other notation that is all that is

needed.

➢ 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.

➢ Medium priority – An issue, concern, or problem raised by team members that will have a

noticeable impact, but won’t stop the objective proceeding.

➢ 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.

Build team effectiveness

Many elements contribute to highly effective teams however ensuring that team members

understand the following key components is a critical aspect.

Team members need to understand

➢ The vision

➢ The values

➢ The purpose of the team

➢ The customers both external and internal

➢ The expectations of the organisation and team members

➢ The performance gaps

➢ The goals and priorities

➢ The skills and processes the team needs to develop

➢ The processes for monitoring and improving performance

➢ The process that will allow the team to review, assess, celebrate, and refocus their efforts.

When you move from being a worker to a line manager, you need to develop a new set of skills, and

make use of new tools and techniques. These will help you with the key management activities of

organising, motivating, developing and communicating with your team.

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The skills you will need include learning how to delegate effectively, how to motivate people,

develop team members, communicate effectively with people inside and outside your team, and

manage discipline effectively.

Valuing the diversity of your group is essential when leading a team. As a manager we must

remember that all staff bring with them their own skills, knowledge and experiences. We should

value the diversity individuals bring to our team and draw on their individual strengths.

Conflict

The way that an organisation handles and resolves team

and individual conflict can make the difference between

positive and negative outcomes. The fact that conflict exists

is not necessarily a bad thing; if it can be resolved

effectively it can lead to personal and professional growth.

If staff have issues in the workplace they should always

speak with their supervisor or Human Resources. A

Grievance policy or procedure will outline how complaints

or problems should be handled. They provide a mechanism

for the resolution of complaints, grievances or problems

raised by employees in relation to human resource

management and employment related matters.

Monitoring Performance

One of the formal processes used in workplaces to assist with identifying development needs and

monitoring individual progress are performance reviews or appraisals. In a leadership position you

may be required to undertake performance reviews both on yourself and members of your team.

Performance reviews provide an avenue to do the

following:

1. Give direction to a worker by setting clear

targets and standards

2. Providing motivation to meet targets and

develop as a person and professional

3. Identify areas of underperformance and take

corrective actions.

Most workplaces will have clear procedures for conducting performance reviews and appraisals, so

take the time to become familiar with this process in your workplace.

Below is an example of the performance and development cycle that provides a framework for

basing your performance review or appraisal process on.

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The performance and development cycle

Planning:

In the planning phase a discussion is had

between the employee and the supervisor or

manager, during this discussion there are a

number of topics that can be discussed.

These can include:

➢ Setting objectives for the individual

based on individual needs and

organisational needs

➢ Identifying performance indicators or

measures to track progress and assist

with determining whether objectives

have been met or not

➢ Looking at current skills, knowledge

and capabilities and matching this to desire skills, knowledge and capabilities. Then

undertaking the process of identifying discrepancies. This is often don’t through the

completion of a Training Needs Analysis or Skills Gap Analysis

➢ Selecting actions to meet development needs identified. These may take the form of

training, mentoring and coaching arrangements, secondment opportunities or other

learning opportunities.

Monitoring: As a supervisor it is important to take the time to monitor the progress of the individual against their

performance development plan. This is to identify and the assist with any difficulties the employee

may be experiencing in meeting the objectives set in their development plan.

This is especially important if underperformance has been identified and objectives have been set in

an attempt to raise performance standards.

Performance review: A date for performance review should be set in the planning phase. Performance reviews generally

happen every 6/12 months in an organisation. This process is where you review the plan, monitoring

options and achievements of the employee.

There are a number of software programs designed to assist you with carrying out and recording

information on staff performance appraisals.

Recognition and reward: In many organisations rewards and incentives are offered for people who meet targets or have

performance reviews. Often organisation link by increases to performance review and appraisal

processes.

There are positives and negatives of this, in that some people believe it detracts from the purpose of

development as an individual and professional. However, offering rewards and incentives assist with

providing motivation and recognising high performing individuals.

Monitoring

Review

Planning

Reward and

recognition

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Manage Self

Seeking feedback on performance at work forms an important role in continuous improvement both

personally and professionally. Feedback can take many forms and come from many different

sources; it can be a quick comment or a more structured discussion with colleagues, management or

customers.

Useful feedback can be beneficial to us for a number of reasons. It can assist with:

➢ Facilitating continuous improvement- it identified areas that we may need to work on in

order to improve aspects of our work

➢ It helps maintain open communication- the more we give and receive feedback the more we

are able to effectively communicate with each other

Creates a feedback culture- the more feedback is given and taken constructively the more

likely people are to offer feedback in the workplace. This creates a culture where team

members see feedback as informative, positive and non-threatening.

➢ Provides recognition- everybody likes being recognised for the work they do, providing

positive feedback to people demonstrates that they work they do is recognised and

appreciated.

➢ Supports development- by having discussions and getting feedback about how staff are

doing, it can open discussion for areas for opportunity and growth. This can support the

development of the individual and the organisation.

Being specific involves giving concrete and recent examples of what expectations individuals did or

did not meet. By doing this you are giving the other person (or people) a much better chance of

improving the way they work.

The following is an example of a model you could use when giving feedback.

Seeking Feedback

Asking for feedback is one of the best ways to feel ‘in

control’ of your work, get an accurate idea of what is

expected of you and judge how you can improve even

further.

You can ask for feedback from your manager/supervisor or

colleagues at any time. It is important to let the other

person know you would like feedback so that they have time

to prepare.

You can help the other person prepare by being specific

about what you would like feedback on.

How to ask for feedback

Prepare a set of questions and let the other person see them if you have time.

➢ Ask ‘open questions’. These questions will often begin with the word ‘Why’ or ‘How’. Open

questions are designed to get full and meaningful answers – they can’t be answered with a

simple ‘yes’ or ‘no’.

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➢ Some good ‘open’ questions for seeking feedback are:

o Why did my work on X hit the right mark for you?

o How do you think I could handle Mrs. Y better?

o If I was really successful in this job, what would I be doing and how would I be doing

it?

o Why do you think I keep having this issue and how could I improve things?

o What is your opinion on the way I handled that question from Mr. Z?

o How would you approach this if you were me?

STAR – You can use this model to prepare feedback before actually giving it.

Situation Describe the situation –

What? When? Who?

“I felt you really supported me when

the project missed the deadline on

Friday.”

“I’ve noticed that you have come in to

work at 9:30 AM three times this

week.”

Task What is expected in

relation to work,

behaviours skills or tasks?

“I had expected you to be really

frustrated by that because we had

committed to it but…”

“Your shift starts at 8:00 AM. It’s in

our team agreement that we are all

on time in the morning”

Action How did what happened

meet or fall short of those

expectation?

“You understood and told everyone

that it wasn’t my fault.”

“Because you came into work later it

meant that someone else had to

answer both your phone and theirs

and open the mail.”

Result The outline or impact of

the action.

“So I’d like to say thanks, I feel much

better about things.”

“It was extremely busy and being ‘one

person down’ put a lot of unnecessary

pressure on the rest of the team.’

If you are a Supervisor or Manager

Why seek feedback?

It can have a number of positive benefits for you and your team:

➢ It helps build a feedback culture (where feedback is part of the ‘way we do things’)

➢ It builds relationships that are based on trust

➢ It builds your own self-awareness about your supervisory skills and style.

(Source: http://www.cmd.act.gov.au/__data/assets/pdf_file/0003/463728/art_feedback.pdf)

Once we have received feedback it is important that we act on it in order to improve our work. Part

of acting on feedback is seeking clarification on any areas that may not be clear. For example if your

boss says to you, you need to work on you customer service skills, you might ask what specific skills

should you focus on first, such as active listening, complain handling, responding to queries. This

breaks the task down so that it can be more manageable.

Together with your boss you might come up with a few activities to help you improve in certain

areas. You might be able to participate in on the job or formal training, undertake tasks you wouldn’t

normally get to, and grow within the organisation.

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Acting on formal feedback is particularly important. If you have been given feedback and tasks to

work on as a part of a performance review it is important that you take positive actions toward

completing the tasks set out in this review. Often performance reviews are negatively linked to

underperformance so you should do your best to work on any constructive feedback given during

this time.

Not all feedback requires you to work on something. Sometimes you receive feedback on what you

are doing well at or recognition for a job well done. You can still act on this feedback by continuing

to excel in this area.

Types of Training There are a number of types of training available to you to assist you with your personal and

professional development.

When we talk about training many people think about qualifications or learning tasks associated

with your job, however there is much more to training than meet the eye.

The following information looks at some of the different types of training to help you identify and

broaden your understanding of the types of professional and personal development you may be able

to undertake.

Technical training Technical training is aimed at teaching new employees the technological aspects of their role. This

includes things like learning software and database programs, learning computer systems programs

and even how to operate the phone. It may also involve equipment in the warehouse like RF

scanners and inventory management systems.

Quality training Quality training is training that helps individuals be able to effectively participate in quality control

processes and procedures for the organisation. For example, you may have training in checking

goods properly, or customer service. These types of training set a standard and help you achieve a

‘quality service’ on behalf of the organisation.

Skills training Skills training looks at training aimed to target the specific skills you need to be able to do aspects of

your job. Some of the skills training you may need to do in a workplace involve equipment training,

such as forklift driving to answering phones, and dealing with enquiries.

Soft Skills Training Soft skills refer to personality traits, social graces, communication, and personal habits that are used

to characterize relationships with other people. There are a number of types of training to assist

with developing soft skills in the workplace. Soft skills might include how to answer the phone, being

friendly and welcoming to customers. It could include sexual harassment training, anti-

discrimination, bullying and ethics training.

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Professional Training

Professional training is training required to be up to date in your own professional field. For

example, in warehousing you may undertake training relating to new laws that come out with regard

to safety, or undertake training in other areas relevant to aspects of the industry.

Safety Training

Safety training is a training that occurs to ensure employees are protected from injuries caused by

work-related accidents. There are a number of different types of safety training in the workplace,

some can be applied in numerous workplaces like first aid and some are more specific to certain

workplaces, such as those that work with dangerous goods.

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Congratulations!

You have now finished Section 4 of the unit ‘Lead and manage team effectiveness.

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References 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 Organisation, J. R. Katzenbach, Douglas K. Smith (Authors)

Team Effectiveness and Decision Making in Organisations (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 Organisational Ethics [Hardcover], Phillips (Author)

Stakeholder Relationship Management: 1 [Hardcover], Lynda Bourne (Author)

Websites

www.businessballs.com : Businessballs – free resources including career help, business training and

organisational development

www.management.about.com About: management – basic information about management, viewed

www.managementhelp.org Free management library – provides free, comprehensive resources

about personal and business management

www.mindtools.com : further information, tools and training for management and training

www.skillsinfo.gov.au SkillsInfo provides comprehensive data on industry employment trends and

industry prospects in Australia. SkillsInfo also provides information and links on the Australian labour

www.jobguide.deewr.gov.au Job Guide provides an in-depth look at a range of jobs, and their

education and training pathways. market, vacancy trends, skills shortages, regional employment,

education and training.

www.isc.org.au: Provides information regarding the industry skills councils

www.training.gov.au: Information regarding training and apprenticeships

  • Contents
  • Introduction to Lead and manage team effectiveness
    • Glossary of Terms
  • Section 4 Liaise with stakeholders
    • 4.1 Establish and maintain open communication processes with all stakeholders
      • Maintain open communication processes
      • Establish open communication processes
      • Reluctance to communicate or share information
    • 4.2 Communicate information from line manager/management to the team
      • The objective of communication is to make your message understood and remembered
      • Team communication plan
    • 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
      • Communicate unresolved issues – Issue management
      • Build team effectiveness
      • Conflict
      • Monitoring Performance
      • The performance and development cycle
      • Planning:
      • Monitoring:
      • Performance review:
      • Recognition and reward:
      • Manage Self
      • Seeking Feedback
      • How to ask for feedback
      • If you are a Supervisor or Manager
      • Types of Training
      • Technical training
      • Quality training
      • Skills training
      • Soft Skills Training
      • Professional Training
      • Safety Training
  • References
    • Websites