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Details of Assessment
    Term and Year
    1, 2022
    Time allowed
    Week 7
    Assessment No
    1
    Assessment Weighting
    100%
    Assessment Type
    Written Responses, Case Studies, Portfolio of Evidence & Role Play
    Due Date
    Week 7
    Room
    Zoom
    Details of Subject
    Qualification
    BSB51415 Diploma of Project Management
    Subject Name
    Team Effectiveness
    Details of Unit(s) of competency
    Unit Code (s) and Names
    BSBWOR502 Lead and Manage Team Effectiveness
    Details of Student
    Student Name
    
    College
    
    Student ID
    
    Student Declaration: I declare that the work submitted is my own and has not been copied or plagiarised from any person or source. I acknowledge that I understand the requirements to complete the assessment tasks. I am also aware of my right to appeal. The feedback session schedule and reassessment procedure were explained to me.
    Student’s
Signature: ____________________
Date: _____/_____/_________
    Details of Assessor
    Assessor’s Name
    TAUFIQ ANWAR
    Assessment Outcome
    Assessment Result
    |_| Competent |_| Not Yet Competent
    Marks
     /100
    Feedback to Student
Progressive feedback to students, identifying gaps in competency and comments on positive improvements:
    
    Assessor Declaration: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student.
|_| Student attended the feedback session.
|_| Student did not attend the feedback session.
    Assessor’s
Signature: ___________________
Date: _____/_____/________
    Purpose of the Assessment
    The purpose of this assessment is to assess the student in the following learning outcomes:
    Competent
(C)
    Not yet Competent
(NYC)
    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
    
    
    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
    
    
    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
    
    
    4.1 Establish and maintain open communication processes with all stakeholders
    
    
    4.2 Communicate information from line manager/management to the team
    
    
    4.3 Communicate unresolved issues, concerns and problems raised by team members and follow-up with line manager/management and relevant stakeholders
    
    
    4.4 Evaluate and take necessary corrective action regarding unresolved issues, concerns and problems raised by internal or external stakeholders
    
    
    Assessment/evidence gathering conditions
    Each assessment component is recorded as either Competent (C) or Not Yet Competent (NYC). A student can only achieve competence when all assessment components listed under “Purpose of the assessment” section are recorded as competent. Your trainer will give you feedback after the completion of each assessment. A student who is assessed as NYC (Not Yet Competent) is eligible for re-assessment.
    Resources required for this Assessment
    Weekly eLearning notes relevant to the tasks/questions should be read prior to undertaking the assessment.
    Instructions for Students
    Please read the following instructions carefully
· This assessment must be completed |X| In class |X| At home
· The assessment is to be completed according to the instructions given by your assessor.
· Feedback on each task will be provided to enable you to determine how your work could be improved. You will be provided with feedback on your work within two weeks of the assessment due date. All other feedback will be provided by the end of the term.
· Should you not answer the questions correctly, you will be given feedback on the results and your gaps in knowledge. You will be given another opportunity to demonstrate your knowledge and skills to be deemed competent for this unit of competency.
· If you are not sure about any aspects of this assessment, please ask for clarification from assessor.
· Please refer to the College re-assessment for more information (Student Handbook).
    ASSESSMENT TASKS
    There are two tasks to complete for this unit of competence:
Task 1 – Written responses
This activity has been designed to assess your knowledge and understanding of leading and managing team effectives within projects.
This task consists of questionnaires which associates with the knowledge of project management (PMBOK) in dealing, managing and leading a project team. The responses should include the following:
· Must be relevant to your project as stated in BSBPMG511 Manage Project Scope, unless otherwise stated. Responses should link to the theoretical aspects of team effectiveness management followed by relevant experience / exposure of your nominated project you recently have or are currently working on to progress both your studies and your projects simultaneously. Your response to the questionnaires must relate to the same project topic chosen for BSBPMG511 Manage Project Scope subject unit.
· However, if you have started with this subject topic as an initial attempt of this course, you must negotiate and discuss with your Assessor to consider a project that you recently or are currently working on or a project that you have worked in the past.
· If workplace project exposure does not apply to you, you must negotiate with your assessor to use a scenario/case study examples that you will find on e-learning. However, case study examples are a suitable substitute where workplace examples cannot be provided. Case studies are available on e-learning. Theory answers without reference to your experience will not be assessed as satisfactory
· Demonstrate that you can or have applied what you have learnt to your project, regardless of whether you have undertaken all the performance requirements in your workplace
Task 2 – Portfolio of Evidence
The portfolio of evidence comprises the assessment of the application of your project team effectiveness knowledge. You will need to demonstrate your management skills in leading and managing your project team applied to a project which is based on the project you have chosen for BSBPMG511 Manage Project Scope subject unit. It should state relevant experience / exposure of your nominated project you recently have or are currently working on to progress both your studies and your projects simultaneously.
If you have started with this subject topic as an initial attempt of completing this course, you must negotiate and discuss with your Assessor to consider a project that you recently or are currently working on or a project that you have worked in the past.
If workplace project exposure does not apply to you, you must negotiate with your assessor to use a scenario/case study examples that you will find on e-learning. However, case study examples are a suitable substitute where workplace examples cannot be provided. Case studies are available on e-learning.
To such a degree you must negotiate with your assessor to use a scenario/case study examples that you will find on e-learning.
Your nominated project must be agreed between you and your Assessor so that its methodology, tools and techniques accommodate to the performance requirements of each Unit of Competency prior to start of work on the unit.
Some of the tasks have been developed as a reflection of gaining feedback and ideas on methods, plans, strategies, standards, team effort and inputs of individual project team members through verbal interactions that may occur in a real-life project environment situation whilst managing and dealing with a project team. Students are encouraged to conduct those tasks by interacting with classmates and stage a real-life work environment to brainstorm and generate an understanding of the work situation.
In addition, a role play task has been developed based on staged real-life workplace environment as will be generated by your Assessor, with the consideration of your nominated project environment. You are to follow the guidelines on how to demonstrate the role play with reference to the marking guide provided in the appendices. Partners from your class will be required to assist you to conduct the role play to demonstrate the skills and knowledge of the units. Instructions are provided to which students must comply to gain the competency level.
Your project must comprise:
· a comprehensive, detailed and integrated project management plan
· a formal communications plan
· a devoted and project-based budget
· formal and planned involvement with a wide range of stakeholders
· a documented risk, issues and change-management methodology
· a quality plan with assurance and control processes
· a project team-based environment.
Evidence of the following is important:
· demonstration of team effectiveness management for several complex projects
· knowledge of team effectiveness management plans, tools, issues and likely challenges
To achieve competency, you are required to demonstrate knowledge, skills and experience to:
Performance Evidence
· use leadership techniques and strategies to facilitate team cohesion and work outcomes including:
· encouraging and fostering shared understanding of purpose, roles and responsibilities
· identifying and resolving problems
· providing feedback to encourage, value and reward others
· modelling desired behaviour and practices
· develop policies and procedures to ensure team members take responsibility for own work and assist others to undertake required roles and responsibilities
· establish processes to address issues and resolve performance issues
· support team to meet expected performance outcomes including providing formal and informal learning opportunities as needed
· develop performance plans with key performance indicators (KPIs), outputs and goals for individuals or the team which incorporate input from stakeholders
· communicate effectively with a range of stakeholders about team performance plans and team performance
· facilitate two-way flow of information between team and management relevant to team performance
· evaluate and take necessary corrective action regarding unresolved issues, concerns and problems raised by internal or external stakeholders.
Knowledge Evidence
· explain how group dynamics can support or hinder team performance
· outline strategies that can support team cohesion, participation and performance
· explain strategies for gaining consensus
· explain issue resolution strategies.
PM, Team Effectiveness Assessment_v2        Page 1 of 30
Last Updated 04 October 2019 by SC     
    STRUCTURE AND MARKING CRITERIA FOR ASSESSMENT TASKS:
I. TASK 1 – Written Responses (Total 30 marks for TASK 1)
Q1: Consultation for common understanding (3 marks)
Q2: Tuckman’s theory (3 marks)
Q3. Responsibility for own quality, checking and rectification (2 marks)
Q4. Team skills in a traditional hierarchy structure (3 marks)
Q5. Communication strategies to ensure effective team (3 marks)
Q6. Maintaining productive relationship (3 marks)
Q7. Unresolved issues and methods to recognise (3 marks)
II. TASK 2 – Portfolio of Evidence (Total 70 marks for TASK 2)
A. A.    Establishing Team Performance Plan Team Objective Statement (14 marks in Total)
1. Responsibility Assignment matrix (3 marks)
2. Skills Matrix (3 marks)
3. Team Purpose Identification (3 marks)
4. Team Objective Statement (5 marks)
B. Team Consultation Plan (6 marks in Total)
1. Developing Project Team Consultation Plan (5 marks)
2. Contributing to support team members (1 mark)
C. Key Performance Indicators: (5 marks Total)
D. Supporting the team (4 marks Total)
E. Team Input for planning decision making and operational aspects (Total 6 marks)
Written Responses (Total 6 marks)
Q1. Benefits of involving team (2 marks)
Q2. Shortcomings and difficulties for not involving team (2 marks)
Q3. Seeking input from team members (2 marks)
F. Self-managing Team (Total 4 marks)
Written Responses (Total 4 marks)
Q1. Facilitating project team to be self-managing (2 marks)
Q2. Key aspects of self-managing team (2 marks)
G. Feedback to the Team (Total 4 marks)
Written Responses (Total 4 marks)
Q1. Providing feedback to team (2 marks)
Q2. Compliance with organisational policies for rewards (2 marks)
H. Resolving Issues (Total 4 marks)
1. Established Processes to identify and resolve issues (2 marks)
2. Identified issues by team members and resolution (2 marks)
I. Resolving poor performance (Total 4 marks)
1. Support to identify poor performance and resolution
2. Conducting team meeting
J. Role Model for the team (Total 6 marks)
1. Written Responses: Setting example, coaching and mentoring (4 marks Total)
Q1. Lead by an example (2 marks)
Q2. Coaching and mentoring (2 marks)
2. Affect due to negative role modelling (Total 2 marks)
K. Conflict Resolution (Total 4 marks)
L. Communication with Stakeholders (Total 5 marks)
M. Team Concerns (Total 4 marks)
N. Client Complaint Resolution (Total 10 marks)
a) Client Complaint Project meeting Role Play (5 marks)
b) Client Complaint meeting agenda (3 marks)
c) Formal memo or email for team awareness (2 marks)
TABLE OF CONTENT
    Content
    Pages
    Marks
    Marks Achieved
    TASK 1 – Written Responses (Total 20 marks for TASK 1)
    Q1: Consultation for common understanding
    
    3
    
    Q2: Tuckman’s theory
    
    3
    
    Q3. Responsibility for own quality, checking and rectification
    
    2
    
    Q4. Team skills in a traditional hierarchy structure
    
    3
    
    Q5. Communication strategies to ensure effective team
    
    3
    
    Q6. Maintaining productive relationship
    
    3
    
    Q7. Unresolved issues and methods to recognise
    
    3
    
    TASK 2 – Portfolio of Evidence (Total 80 marks for TASK 2)
    A. Establishing Team Performance Plan Team Objective Statement (14 marks in Total)
    1. Responsibility Assignment matrix
    
    3
    
    2. Skills Matrix
    
    3
    
    3. Team Purpose Identification
    
    3
    
    4. Team Objective Statement
    
    5
    
    B. Team Consultation Plan (6 marks in Total)
    1. Developing Project Team Consultation Plan (5 marks)
    
    5
    
    2. Contributing to support team members
    
    1
    
    C. Key Performance Indicators: (5 marks Total)
    Key Performance Indicators    
    
    5
    
    D. Supporting the team (4 marks Total)
    Support work sheet
    
    4
    
    E. Team Input for planning decision making and operational aspects (Total 6 marks)
    Written Responses: (6 marks Total)
    Q1. Benefits of involving team
    
    2
    
    Q2. Shortcomings and difficulties for not involving team
    
    2
    
    Q3. Seeking input from team members
    
    2
    
    F. Self-managing Team (Total 4 marks)
    Written Responses: (4 marks Total)
    Q1. Facilitating project team to be self-managing
    
    2
    
    Q2. Key aspects of self-managing team
    
    2
    
    G. Feedback to the Team (Total 4 marks)
    Written Responses: (4 marks Total)
    Q1. Providing feedback to team
    
    2
    
    Q2. Compliance with organisational policies for rewards
    
    2
    
    H. Resolving Issues (Total 4 marks)
    1. Established Processes to identify and resolve issues
    
    2
    
    2. Identified issues by team members and resolution
    
    2
    
    I. Resolving poor performance (Total 4 marks)
    1. Support to identify poor performance and resolution
    
    2
    
    2. Conducting team meeting
    
    2
    
    J. Role Model for the team (Total 6 marks)
    1. Written Responses: Setting example, coaching and mentoring (4 marks Total)
    Q1. Lead by an example
    
    2
    
    Q2. Coaching and mentoring
    
    2
    
    2. Affect due to negative role modelling (Total 2 marks)
    Affect due to negative role modelling
    
    2
    
    K. Conflict Resolution (Total 4 marks)
    Conflict resolution process
    
    4
    
    L. Communication with Stakeholders (Total 5 marks)
    Communication with internal and external stakeholders
    
    5
    
    M. Team Concerns (Total 4 marks)
    Concerns raised by team
    
    4
    
    N. Client Complaint Resolution (Total 10 marks)
    a) Client Complaint Project meeting Role Play
    
    5
    
    b) Client Complaint meeting agenda
    
    3
    
    c) Formal memo or email for team awareness
    
    2
    
    Total
    
    100
    
The learner is required to update and adjust the page numbers and topics based on the amount of their content and the responses made to each task.
    Task 1 – Written Responses
(BSBWOR502 – PC 1.1,1.3, 2.1-2.4, 3.1-3.3, 4.1-4.4, PE 1.1-1.4,2,3, 6-8, KE 1-4)
Answer the following questions in the appropriate spaces below:
All responses must:
This activity has been designed to assess your knowledge and understanding of leading and managing project team within projects.
This task consists of questionnaires which reflect the knowledge of project management (PMBOK). The responses should include the following:
This task consists of questionnaires which associates with the knowledge of project management (PMBOK) in dealing, managing and leading a project team. The responses should include the following:
Must be relevant to your project as stated in BSBPMG511 Manage Project Scope, unless otherwise stated. Responses should link to the theoretical aspects of team effectiveness management followed by relevant experience / exposure of your nominated project you recently have or are currently working on to progress both your studies and your projects simultaneously. Your response to the questionnaires must relate to the same project topic chosen for BSBPMG511 Manage Project Scope subject unit.
However, if you have started with this subject topic as an initial attempt of this course, you must negotiate and discuss with your Assessor to consider a project that you recently or are currently working on or a project that you have worked in the past.
If workplace project exposure does not apply to you, you must negotiate with your assessor to use a scenario/case study examples that you will find on e-learning. However, case study examples are a suitable substitute where workplace examples cannot be provided. Case studies are available on e-learning. Theory answers without reference to your experience will not be assessed as satisfactory.
Demonstrate that you can or have applied what you have learnt to your project, regardless of whether you have undertaken all the performance requirements in your workplace
You will need to complete the relevant templates from each knowledge area which are provided, you may use templates from the text or from your workplace that provide evidence of your competency.
<50% marks of the allocated marks for the questions and answers in Task 1, will be given for providing theoretical aspect and remaining 50% marks for providing the relevancy on how the information fits in within your project management functionalities. Only theoretical responses will not be accepted, and 50% marks will be allocated, should that be the case. However, Assessor to assess if relevant theory has been provided by the student as per the requirement of the tasks. Non-relevant answers will be considered not competent>
20 Marks
    Question 1: Describe how you consulted and maintained open communication with your project team to secure a mutual understanding of team purpose, roles and responsibilities in compliance with the organisational requirements? (BSBWOR502 – 1.1, 4.1)
<1 mark for stating your response and 1 mark for explanation and 1 mark for providing relevant example from your project. Total of 3 marks> 3 Marks
    In working groups, having a shared aim and a clear knowledge of roles, responsibilities, and individual goals is critical to achieving a high-quality result. Quality here refers to more than simply a positive outcome in respect to the specified aims; it also refers to the cohesiveness of members within the team environment and the lifetime of the group project's success (or lack thereof). As a manager, synchronizing the team's attention allows members to achieve their objectives. Facilitating a shared understanding of the following topics is an important consideration.
· the organization's mission, who its customers are, and how the team interacts with them
· the organization's goals and how your team will contribute to achieving them.
Team leadership skills are necessary. Managers and supervisors must first grasp the abilities necessary to lead teams and what makes a team in order to get the best out of their teams. To lead a squad efficiently, you will need the following abilities:
· skills in planning and organisation
· skills in training
· abilities in communication and consultation
· skills in conflict resolution.
Scheduled gatherings, message boards, messaging services, shared computer network spaces, websites, and even tweets and other forms of social media can all be utilised to convey feedback to the work team on the results of any given consultation. The following approaches can be used to carry out the consultation process:
Meetings - Both formal, planned meetings and informal, impromptu gatherings of team members help to clarify tasks, responsibilities, and roles.
Interviews - Developing a list of questions to determine knowledge, abilities, and comprehension of the activity can aid in identifying individual requirements and characteristics.
Interviews - Developing a list of questions to determine knowledge, abilities, and comprehension of the activity can aid in identifying individual requirements and characteristics.
Email/intranet communication - If a team is geographically distributed, an electronic communication system can help everyone understand and contribute.
A team charter outlines the group's or organization's mission, structure, methods, and expectations. Typically, a team charter is negotiated with a team sponsor, team leader, and appropriate team members. When a team is founded or when a team is in difficulties and individuals need to recover their perspective on the larger picture, team charters should be developed. A team charter has no set format since it should be tailored to the unique team setting.
    Question 2: As a Project Manager you should work out objectives that meet the needs of the project and have the total support of the work team. Stages of development (Tuckman’s original theory of group behaviour and evolution) is a consideration to ensure successful achievement of project objectives. Discuss what Stages of Development consists of and state what do you see your role during those stages? (BSBWOR502-PC 1.3, PE 1, KE 1,2)
<1 mark for stating the Tuckman’s original theory and 2 marks discussing how you executed your role as a Project Manager using the 5 stages relevant to your project environment. Total of 3 marks> 3 Marks
    
Dr. Bruce Tuckman's Forming Storming Norming Performing model was first published in 1965. According to Tuckman's model, connections grow as the team matures and abilities improve, and leadership style shifts to more collaborative or shared leadership. Tuckman's first paper merely explained how he had seen organisations change, whether or not they were aware of it. The actual benefit of CORAL is in understanding where a team is in the evolutionary stage process and aiding them in moving to a stage that is congruent with their collaborative efforts. Teams develop and change frequently in the real world, and each time they do, they can progress to a new Tuckman Stage. A group may be contentedly Norming or Performing, but a current recruit or a team member missing meeting may push them back into Storming. Project guidelines will be prepared for this and will assist the team in fast returning to performing.
STEP 1: FORMING
High reliance on the leader for direction and guidance. Other than what the captain says, there is little unanimity on the team's goals. Individual tasks and functions are unclear. The team's leader must be prepared to field several inquiries regarding the team's mission, goals, and external relationships. Processes are frequently overlooked. Members put the system and the leader to the test. The team gets together to discuss the opportunities and problems, then sets goals and gets to work on the tasks. Team members have a tendency to act autonomously. They may be motivated, yet they are frequently unaware of the team's difficulties and goals. Team members are normally pleasant, yet they are preoccupied with themselves. Even at this early stage, experienced team members begin to model good conduct. The meeting atmosphere is equally crucial in modelling each individual's first conduct. Orientation is another essential job function. Members make an effort to get oriented to both the work and one another. This is also when group members test boundaries, establish ground rules, and establish organisational norms.  The focus of the discussion is on defining the task's scope, how to approach it, and other related issues. To go from this stage to the next, each member must give up the safety of non-threatening subjects and risk confrontation.
STEP 2: STORMING
The group begins to sort itself out and acquire each other's trust in the second stage of team development. This stage usually begins when they express their thoughts; disagreement between team members may emerge when authority and position are distributed. When group members begin to work together, they learn about personal working methods and what it is like to collaborate as a team; it also establishes the group's hierarchy of positions. People are cordial to each other, and they may have sentiments of enthusiasm, eagerness, and positivity during this period. Others may experience scepticism, dread, or worry. The team leader will then explain the responsibilities to the group, as well as the various behaviours and how to deal with and address concerns. At this point, "...participants generate ideas about the other participants' character and integrity, and they feel obligated to express these thoughts if they see someone avoiding responsibility or seeking to dominate. As the trip becomes more difficult, members may begin to doubt the leader's actions or decisions..." Because disputes and personality conflicts must be handled before the team can go on, some teams may never escape from "storming" or re-enter it if fresh obstacles or arguments occur. Only half of the research in Tuckman's 1965 publication detected an intragroup conflict stage, and some of the remaining studies skipped straight from step 1 to step 3. Some groups may choose to skip the phase entirely, but for those who do, the duration, intensity, and destructive nature of the "storms" can be adjusted. It is important to stress each team member's tolerance for their differences; without tolerance and patience, the team would fail. If allowed to spiral out of control, this period may be harmful to the team and diminish motivation. Some teams will never go past this point; nevertheless, team conflicts can make members stronger, more adaptable, and better equipped to work together. Supervisors are more approachable during this period, but they are still demanding in their judgement-making and corporate behaviour counselling. As a result, team members should be able to reconcile their disagreements and participate more easily with one another. The ideal situation is for them to not feel criticised and to freely express their thoughts and ideas. Tension, conflict, and even arguments are common. This time might be unpleasant as well. Within a group, making decisions is difficult. Team members compete for position as they try to establish oneself in connection to other members of the team and the leader, who may face problems. While the clarity of goal grows, there are still many unknowns. Cliques and factions arise, and power battles may ensue. To avoid being side tracked by interpersonal and emotional concerns, the team must remain focused on its objectives. Compromises may be necessary to move forwards.
STEP 3: NORMING
Unresolved conflicts and personality clashes lead to increased closeness and a cooperative attitude. When a team is conscious of competition and has a common purpose, this occurs. At this point, everyone in the team accepts responsibility and is motivated to work towards the team's objectives. They begin to accept the other team members' whims and preferences. They accept others for who they are and try to move on. The risk is that members will be so concentrated on avoiding confrontation that they will be reluctant to offer contentious thoughts. The team responds effectively to the leader's guidance in forming agreement and consensus. Responsibilities are clearly defined and agreed upon. Group consensus is used to make major choices. Individuals or small groups within the group may be allocated smaller choices. Commitment and cooperation are strong. The team can participate in enjoyable and sociable activities. The group talks about and improves its procedures and work style. The leader is well respected, and some aspects of leadership are more embraced by the team.
STEP 4: PERFORMING
After establishing group rules and responsibilities, members concentrate on attaining common objectives, often with surprising results. They are dedicated and knowledgeable at this point. The members of the team are now competent, self-sufficient, and capable of making decisions without supervision. Dissent is expected and welcomed as long as it is directed via channels that the team approves of. During this phase, the team's supervisors are virtually always present. The majority of the required decisions will be made by the team. Even the most successful teams will regress to earlier levels in some situations. As they adjust to changing conditions, many long-standing teams get through the similar cycles several times. A leadership change, for instance, may prompt the organization to return to storming when the new members question the team's current norms and dynamics. The team knows clearly; it understands why it is acting in the way it is. The team has a common vision and is capable of functioning independently without the leader's involvement. The emphasis is on exceeding objectives, and the team has made the majority of choices based on criteria agreed upon with the leader. The squad has a lot of independence. Differences of opinion still occur, but they are now addressed favourably within the team, and the team makes the required modifications to procedures and structure. The team is working towards to the objective while simultaneously addressing difficulties with relationships, style, and procedure. Members of the team watch out for one another. The leader must assign tasks and projects to the team. It is not necessary to coach or aid the team. Team members may approach the leader for advice on personal and social development.
ADJOURNING
Tuckman and Mary Ann Jensen introduced a fifth stage to the four phases in 1977: adjourning, which entails completing the work and disbanding the team (in some texts referred to as "mourning"). They examined the original model and evaluated the literature after being asked by Group and Organizational Studies to offer an update. They came to the conclusion that the eventual separation at the end of the small group life cycle was a crucial phase.
    Question 3: To what degree was your team responsible for its own quality? Who does the checking and rectification? State if you had to encourage them in meeting expected project outcome. (BSBPWOR502- PC1.3, 2.2, 3.1, PE 1.1, 2)
<0.5 mark for stating response to quality, 0.5 mark for stating who does the checking and rectification and 1 mark for your role of encouraging team to achieve expected outcome. Total of 2 marks> 2 Marks
    
Our objective is to continue to expand the company by offering high-quality items provided by knowledgeable employees. MAM's profitability will continue to increase as a result of competitive pricing, high-quality products, and environmentally friendly operations. MAM will continue to provide the greatest engineering quality and customer service possible. Our personnel are encouraged to completely comprehend and address the demands of our customers by developing unique, long-term solutions. The quality of the product is determined by the process, input material, equipment, personnel, systems, and data. As a result, everyone is in charge of a portion of the cake. Upper management had made a promise to support free dialogue and debate. We may encourage employees to be more transparent by demonstrating that management is prepared to listen and make adjustments based on what they have shared. Staff and supervisors should maintain regular personal contact to encourage this form of communication in order to fulfil project goals.
    Question 4: What skills do team members need to work in a team as stated in the performance...