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• Module overview
• 1. Manage and appraise performance
  • 1.1 Manage performance of individuals in teams
    • 1.1.1 Performance appraisal defined
    • 1.1.2 Types of appraisal
  • 1.2 Goal alignment: "Best practice" performance appraisal supports
  • 1.3 360 degree feedback or multi-rater appraisal sessions
  • 1.4 Individual development
    • 1.4.1 Aligning individual with organisational needs
    • 1.4.2 Setting individual development needs
  • 1.5 Evaluating the performance appraisal process
  • Job Performance Plan

• 2. Improve performance

  • 2.1 Address performance related issues
    • 2.1.1 Job Performance plans
    • 2.1.2 Setting and integrating job performance outcomes
    • 2.1.3 Addressing poor performance
    • 2.1.4 One-on-one formal staff interviews
  • 2.2 Address issues and problems of individuals in teams
    • 2.2.1 A team problem solving process
    • 2.2.2 Solutions search
    • 2.2.3 Removing root causes
    • 2.2.4 Solutions implementation through inclusive communication processes

• 3. Motivate and build commitment

  • 3.1 Build support and commitment within the work team
  • 3.2 Encourage value and reward contributions
  • 3.3 Empowerment
  • 3.4 Expectancy theory
    • 3.4.1 Motivation and expectancy theory
    • 3.4.2 Rewarding individual commitment
  • 3.5 Gaining individual and team commitment to action
    • 3.5.1 Participative processes and commitment building

• 4. Review and evaluate performance within the work team

  • 4.1 Teams as delegated authority centres
    • 4.1.1 Transitioning to the required team structure
  • 4.2 Review and examine performance in teams
  • 4.3 Monitor delegated performance
  • 4.4 Assess the ability of the team to achieve goals
  • 4.5 Review the success of team leadership

• 5. Facilitating team outcomes

  • 5.1 What is a team leader?
  • 5.2 What is a team?
  • 5.3 Types of teams
    • 5.3.1 Self-Managed Teams
    • 5.3.2 Quality Circles
    • 5.3.3 Project Teams
    • 5.3.4 Empowered Teams
    • 5.3.5 Process Improvement Teams
    • 5.3.6 Virtual Teams
  • 5.4 Forming participative teams
    • 5.4.1 Forming Storming Norming Performing team-development model
    • 5.4.2 Hints on developing teams
  • 5.5 Team planning processes
    • 5.5.1 Establishing purpose and gaining commitment
    • 5.5.2 Ensuring the team adds value
    • 5.5.3 Avoiding group-think in teams
    • 5.5.4 Encouraging participative group relationships
    • 5.5.5 Team member roles
  • 5.6 Supportive and directive team leadership behaviours
    • 5.6.1 Cost of poor team participation

• 6. Establishing and administering safe work environments

  • 6.1 Introduction - What is safety?
    • 6.1.1 Safety and the potential for injury
    • 6.1.2 How accidents happen
  • 6.2 What is legislative responsibility and what are laws?
    • 6.2.1 Common Law
    • 6.2.2 Statute Law
    • 6.2.3 Occupational health and safety legislation in the workplace
    • 6.2.4 Further legal definitions
  • 6.3 OHS administration and the responsibilities for all workplace personnel
    • 6.3.1 Employers
    • 6.3.2 Persons in Control of Workplaces
    • 6.3.3 Manufacturers, Designers and Suppliers
    • 6.3.4 Persons who Erect and Install Plant and Equipment
    • 6.3.5 Employees
  • 6.4 Making implications of an unsafe practices and environment clear to all within the workplace
  • 6.5 Provide financial and human resources for the effective operation of the OHS system
    • 6.5.1 The nature of symbols
    • 6.5.2 Common symbols
    • 6.5.3 Choosing the appropriate OH&S interpersonal communication medium
  • 6.6 Health and safety representatives and committees
    • 6.6.1 Role of OHS representatives
  • 6.7 Occupational Health and Safety induction and training
    • 6.7.1 Complete a OHS training needs analysis

• 7. Occupational health and safety risks and hazards

  • 7.1 Hazards
    • 7.1.1 Monitoring safety and maintaining a safe environment
    • 7.1.2 What are hazards?
    • 7.1.3 Hazard identification
    • 7.1.4 Safety audits
    • 7.1.5 Hazard scenarios
  • 7.2 Hygiene
  • 7.3 Equipment hazards
  • 7.4 Risk assessment
  • 7.6 Risk control
    • 7.6.1 Fire and evacuation procedures
    • 7.6.2 Waste recycling, reduction and disposal hazards
  • 7.7 Inspections
    • 7.7.1 Continuous inspections
    • 7.7.2 Planned inspections
    • 7.7.3 Planning for Inspections
    • 7.7.4 Who will conduct the inspection?
  • 7.8 A suggested guide for planned inspections

• 8. Managing and controlling an occupational health and safety system

  • 8.1 Monitor control measures
    • 8.1.1 Writing the inspection report
  • 8.2 Reporting and making claims
  • 8.3 Occupational health and safety record keeping
    • 8.3.1 Investigate and report non-conformance
    • 8.3.2 Follow up for corrective action
    • 8.3.3 Recommendations for corrective action in an inspection report
  • 8.4 Implement improvements to the OHS system
    • 8.4.1 Accident Investigation

5.5.4 Encouraging participative group relationships

Activity 5

Consider using the team development scale and audit tool in the Assessment Tool for different team members to complete this tool and compare or contrast responses?

The team development scale by William G. Dyer illustrates team readiness (Copyright Global Learning Communities, 1994; use with permission).

Activity 6

Group relationships. Please complete this check list to help you evaluate relationships in the team/group. You may choose a work group or one with which you interact outside working life.

Circle the number of the rating scale that corresponds to your evaluation of the meeting in each of the following categories. For example, if you feel that responsible participation was lacking, circle 1; if you feel that responsible participation was present, circle 7; if you feel that the responsible participation of the group was somewhere in between, circle an appropriate number on the scale.

	1	2	3	4	5	6	7
RESPONSIBLE PARTICIPATION was lacking. We served our own needs. We watched from outside the group. We were "grinding our own axes"								RESPONSIBLE PARTICIPATION was present. We were sensitive to the needs of our group. Everyone was "on the inside" participating
LEADERSHIP was dominated by one or more persons								LEADERSHIP was shared among the members according to their abilities and insights
COMMUNICATION OF IDEAS was poor, we did not listen. We did not understand. Ideas were ignored								COMMUNICATION OF IDEAS was good. We listened and understood one another's ideas. Ideas were vigorously presented and acknowledged
COMMUNICATION OF FEELINGS was poor. We did not listen and did not understand feelings. No one cared about feelings								COMMUNICATION OF FEELINGS was good. We listened and understood and recognised feelings. Feelings were shared and accepted
AUTHENTICITY was missing. We were wearing masks. We were being phoney and acting parts. We were hiding our real selves								AUTHENTICITY was present. We were revealing our honest selves. We were engaged in authentic self-revelation
ACCEPTANCE OF PERSONS was missing. Persons were rejected, ignored, or criticised								ACCEPTANCE OF PERSONS was an active part of our give-and-take. We received one another, recognising and respecting the uniqueness of each person
FREEDOM OF PERSONS was stifled. Conformity was explicitly or implicitly fostered. Persons were not free to express their individuality. They were manipulated								FREEDOM OF PERSONS was enhanced and encouraged. The creativity and individuality of persons was respected
CLIMATE OF RELATIONSHIP was one of hostility or suspicion or politeness or anxiety or superficiality								CLIMATE OF RELATIONSHIP was one of mutual trust. Evidence of respect for one another was apparent. The atmosphere was friendly and relaxed
GOALS were fuzzy, contradictory, or just plain missing. We weren't sure of where we were going								GOALS were clear to all. We had a definite sense of direction
PRODUCTIVITY was low. We were proud, fat, and happy, just coasting along. Our meeting was irrelevant; there was no apparent agreement								PRODUCTIVITY was high. We were earnestly at work on a task. We created and achieved something

Complete the following within your own group or team setting:

Have each individual complete this scale independently.

Have an individual or a couple of people average the rankings for each category from all the individual responses.

Prepare a group profile.

You may want to spend some time in the group discussing feedback that the group profile provides - in terms of strengths and weaknesses and development of the group over time.

Using a scale like this is most useful if it is used regularly to help the group assess its own growth and movement.

To encourage and enhance individual participation, while maximising group or team collective outcomes the frontline manager must be able to identify different roles and tasks being assumed by participants.

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