Gage UNIVERSITY College

Training, Teaching and Learning Materials Development

GAGE UNIVERSITY COLLEGE

Under

Ethiopian TVET-System

Human Resource Supervision

Level - IV
LEARNING GUIDE
Unit of Competence: Develop Teams and Individuals
Module Title: Develop Teams and Individuals

Unit Code: EIS HRS4 15 0812

TTLM Code: EIS HRS4 M15 0812
LO1. Provide team leadership
LO2.Foster individual and organizational growth

LO3: Monitor and evaluate workplace learning

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Unit Descriptor: This unit covers providing leadership to a team within the organization. The unit includes planning
work for the team, monitoring team performance, facilitating change and providing reports. The unit is suitable for team
leaders across the organization.
ELEMENT
1. Plan and allocate team roles and responsibilities
PERFORMANCE CRITERIA
a. Goals and strategies for team are discussed and agreed upon in accordance with the organization‘s goals, plans and
objectives and relevant legislation.
b. Standards of performance required by team and individuals are established based on organizational needs.
c. Work requirements and performance expectations are identified and clearly presented to team members.
d. Duties, rosters and/or responsibilities are allocated in accordance with organizational requirements.
e. Conflict is resolved by negotiation.
ELEMENT
2. Monitor and maintain team performance
PERFORMANCE CRITERIA
a. Work outputs are monitored against agreed work requirements and performance expectations.
b. Alternative strategies to achieve team tasks are identified.
c. Team members are provided with feedback, positive support and advice on strategies to overcome any deficiencies.
d. Difficult situations are handled effectively using collaborative problem-solving techniques.
e. Team members are provided with feedback and positive support when agreed standard of performance is achieved.

Key Competency
1. How can information be collected, analyzed and organized?
2. How are ideas and information communicated within this competency?
3. How are activities planned and organized?
4. How are problem solving skills applied?
5. How are mathematical ideas and techniques used?
6. How is use of technology applied?
7. How is team work used within this competency?

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Information Sheet 1 Provide team leadership

A team is any group of people organized to work together interdependently and cooperatively to meet the needs of
their customers by accomplishing a purpose and goals. Teams are created for both long term and short term interaction.

Leadership is learned, the skills and knowledge processed by the leader can be influenced by his or hers attributes or
traits, such as beliefs, values, ethics, and character. Knowledge and skills contribute directly to the process of leadership,
while the other attributes give the leader certain characteristics that make him or her unique.
 The meaning of a message is the change which it produces in the image. — Kenneth Boul ding in The Image:
Knowledge in Life and Society
 Leadership is a process by which a person influences others to accomplish an objective and directs the
organization in a way that makes it more cohesive and coherent.
 Leadership is a process whereby an individual influences a group of individuals to achieve a common goal.
 Leaders carry out this process by applying their leadership knowledge and skills. This is called Process
Leadership.
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How to provide team leadership?
Leadership is increasingly taking place within a team context. As teams grow in popularity the role of the leader in
guiding team members takes on heightened importance. And the role of team leader is different from the traditional
leadership role performed by first line supervisors. JD Bryant supervisor at Texas instruments‘ Forest lane plant in Dallas
found them out. One day he was happily overseeing a staff of 15 circuit-board assemblers. The next day he was informed
the company was moving to teams and that he was to become a facilitator. He was supposed to teach the teams
everything he knew and then let them make their own decisions. Confused about his new role, he admitted there was no
clear plan on what he was supposed to do. In this article, we consider the challenge of being a team leader and review the
new roles that team leaders take on.
Many leaders who came of age when individualism ruled are not equipped to handle the change teams. As one prominent
consultant noted even the most capable managers have trouble making the transition because all the command-and-
control type things they were encouraged to do before are no longer appropriate. There is no reason to have any skill or
sense of this. This same consultant estimated that probably 15 percent of managers are natural team leaders; another 15
percent could never lead a team because it runs counter to their personality. They are unable to sublimate their
dominating style for the good of the team. Then there is that huge group in the model: Team leadership doesn‘t come
naturally to them, but they can learn it.

The challenge for most managers, then, is to learn how to become an effective team leader. They have to learn skills such
as the patience to share information, to trust others, to give people authority and to understand and then to intervene.
Effective leaders have mastered the difficult balancing act of knowing when to leave their teams alone and when to
intercede. New team leaders may try to retain too much control at a time when team members need more autonomy or
they may abandon their teams at times when the teams need support and help.

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A study of 20 organizations that had reorganized themselves around teams found certain common responsibilities that a
leader had to assume. These included coaching, facilitating, handling disciplinary problems, reviewing team/individual
performance, training and communication. Many of these responsibilities apply to managers in general. A more
meaningful way to describe the team leader‘s job is to focus two priorities: managing the team‘s external boundary and
facilitating the team process. We‘ve broken the priorities down into four specific roles.

1. First team leaders are liaisons with external constituencies. These include upper management other internal
teams, customers and suppliers. The leader represents the team to other constituencies secures needed resources,
clarifies others‘ expectations of the team, gathers information from the outside, and shares this information with team
members.

2. Second, team leaders are trouble-shooters. When the team has problems and asks for assistance, team leaders
sit on meetings and help try to resolve the problems. This rarely relates to technical or operation issues because the
team members typically know more about the tasks being done than does the team leader. The leader is most likely to
contribute by asking penetrating questions by helping the team talk through problems and by getting needed
resources from external constituencies. For instance, when a team in an aerospace firm found itself shorthanded its
leader took responsibility for getting more staff. He presented the team‘s case to upper management and got the
approval through the company‘s human resources department.

3. Third, team leaders are conflict managers. When disagreements surface they help process the conflict. What is
the source of the conflict? Who is involved? What are the issues? What resolution options are available? What are the
advantages of each? By getting team members to address questions such as these the leader minimizes the disruptive
aspects of intra-team conflicts.

4. Finally, team leaders are coaches. They clarify expectations and roles to teach, offer support, Cheerlead,
and do whatever else is necessary to help team members improve their work Performance.
Team Leadership
Your organization needs processes that can help jump-start new teams, breathe new life into existing teams, and
develop leaders who can dramatically impact team success.
Focusing on chartering, creating a vision, purpose and values, clarifying roles and goals, developing appropriate
leader and member skills, team decision making, and conflict resolution causes productivity to soar.
Situational Team Leadership
The Situational Team Leadership program is designed to help organizations establish successful, collaborative, and high-
performing teams. The program provides a framework and processes for organizing teams that are based on effective
communication. It helps to jump-start team effectiveness, build trust among team members, and promote collaboration.

Team Work is an ongoing team-building process for intact teams that want to achieve sustained high performance.
This process provides just-in-time training to address current work issues.

Using the chartering process, teams clarify their purpose and values, develop goals and strategies to accomplish their
tasks, and create a contract that captures the common understanding.

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Team Leadership Function Interventions

 Internal Task Functions
Focus on goals by clarifying and/or getting agreement
Restructure plans, processes, roles, etc. in order to gain desired results (process improvement)
Guide the decision-making process so that better information is obtained, coordination is better,
Focusing on issues, etc. train members through both formal and informal means
Assess performance an confront when necessary
Internal Relationship Functions
Coach team members use more collaborative methods to involve all team members (this survey includes questions to
determine if the environment is collaborative)
 Manage conflict
Build commitment and esprit de corps through the use of ethos leadership
Satisfy team members' needs model what you expect from your team members
External Environmental Functions
 Network to increase influence and gather information.
 Advocate by representing your team so that it shows them at their best.
 Get support for your team by gathering resources and recognition for your team.
 Buffer the team from environmental distractions
 Assess the environment through surveys and other performance indicators to determine its impact on the
organization.
 Share information with the team.
The Four Layers or Steps in the Team Leadership Model
1. Top layer: Effective team performance begins with leader‘s mental model of the situation and then determining if the
situation requires Action or just Monitoring?
2. Second Layer: Is it at an Internal or External leadership level?
3. Third layer: Is it Task, Relational, or an Environmental intervention? Select a function depending on the type of
intervention. See the next section for explanation of Function Interventions.
4. Bottom layer: Correctly performing the above three steps create high Performance through Development and
Maintenance functions.
Your organization needs processes that can help jump-start new teams, breathe new life into existing teams, and develop
leaders who can dramatically impact team success.
Focusing on chartering, creating a vision, purpose and values, clarifying roles and goals, developing appropriate leader
and member skills, team decision making, and conflict resolution causes productivity to soar.
Leadership
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While leadership is learned, the skills and knowledge processed by the leader can be influenced by his or hers attributes
or traits, such as beliefs, values, ethics, and character. Knowledge and skills contribute directly to the process of
leadership, while the other attributes give the leader certain characteristics that make him or her unique. Skills, knowledge,
and attributes make the Leader, which is one of the:
Traits of a Good Leader

Honest — Display sincerity, integrity, and candour in all your actions. Deceptive behaviour will not inspire trust.
Competent — Base your actions on reason and moral principles. Do not make decisions based on childlike emotional
desires or feelings.
Forward-looking — Set goals and have a vision of the future. The vision must be owned throughout the organization.
Effective leaders envision what they want and how to get it. They habitually pick priorities stemming from their basic
values.
Inspiring — Display confidence in all that you do. By showing endurance in mental, physical, and spiritual stamina,
you will inspire others to reach for new heights. Take charge when necessary.
Intelligent — Read, study, and seek challenging assignments.
Fair-minded — Show fair treatment to all people. Prejudice is the enemy of justice. Display empathy by being sensitive
to the feelings, values, interests, and well-being of others.
Broad-minded — Seek out diversity.
Courageous — Have the perseverance to accomplish a goal, regardless of the seemingly insurmountable obstacles.
Display a confident calmness when under stress.
Straightforward — Use sound judgment to make a good decisions at the right time.
Imaginative — Make timely and appropriate changes in your thinking, plans, and methods. Show creativity by thinking
of new and better goals, ideas, and solutions to problems. Be innovative!
Four Factors of Leadership
1. Leader
You must have an honest understanding of who you are, what you know, and what you can do. Also, note that it is
the followers, not the leader or someone else who determines if the leader is successful. If they do not trust or lack
confidence in their leader, then they will be uninspired. To be successful you have to convince your followers, not
yourself or your superiors, that you are worthy of being followed.
2. Followers
Different people require different styles of leadership. For example, a new hire requires more supervision than an
experienced employee. A person who lacks motivation requires a different approach than one with a high degree of
motivation. You must know your people! The fundamental starting point is having a good understanding of human
nature, such as needs, emotions, and motivation. You must come to know your employees' be, know, and do attributes.
3. Communication

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You lead through two-way communication. Much of it is nonverbal. For instance, when you ―set the example,‖ that
communicates to your people that you would not ask them to perform anything that you would not be willing to do. What
and how you communicate either builds or harms the relationship between you and your employees.
4. Situation
All situations are different. What you do in one situation will not always work in another. You must use your
judgment to decide the best course of action and the leadership style needed for each situation. For example, you may
need to confront an employee for inappropriate behaviour, but if the confrontation is too late or too early, too harsh or too
weak, then the results may prove ineffective.
The Most Important Keys to Effective Leadership
 Trust and confidence in top leadership was the single most reliable predictor of employee satisfaction in an
organization.
 Effective communication by leadership in three critical areas was the key to winning organizational trust and
confidence:
 Helping employees understand the company's overall business strategy.
 Helping employees understand how they contribute to achieving key business objectives.
 Sharing information with employees on both how the company is doing and how an employee's own division
is doing — relative to strategic business objectives.
Principles of Leadership
To help you be, know, and do, follow these eleven principles of leadership (U.S. Army, 1983). The later chapters in
this Leadership guide expand on these principles and provide tools for implementing them:
Know yourself and seek self-improvement - In order to know yourself, you have to understand your be, know, and
do, attributes. Seeking self-improvement means continually strengthening your attributes. This can be accomplished
through self-study, formal classes, reflection, and interacting with others.
Be technically proficient - As a leader, you must know your job and have a solid familiarity with your employees'
tasks.
Seek responsibility and take responsibility for your actions - Search for ways to guide your organization to new
heights. And when things go wrong, they always do sooner or later — do not blame others. Analyse the situation, take
corrective action, and move on to the next challenge.
Make sound and timely decisions - Use good problem solving, decision making, and planning tools.
Set the example - Be a good role model for your employees. They must not only hear what they are expected to do,
but also see. We must become the change we want to see - Mahatma Gandhi
Know your people and look out for their well-being - Know human nature and the importance of sincerely caring for
your workers.
Keep your workers informed - Know how to communicate with not only them, but also seniors and other key people.
Develop a sense of responsibility in your workers - Help to develop good character traits that will help them carry out
their professional responsibilities.
Ensure that tasks are understood, supervised, and accomplished - Communication is the key to this responsibility.

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Train as a team - Although many so called leaders call their organization, department, section, etc. a team; they are
not really teams...they are just a group of people doing their jobs.
Use the full capabilities of your organization - By developing a team spirit, you will be able to employ your
organization, department, section, etc. to its fullest capabilities.

Teamwork and Teams

A good place to start is with a dictionary. Teamwork is defined as: "co-operation between those who are working on
a task." Commonly teamwork is understood as co-operation and willingness to work together. For example we often use
the phrase:" he or she is a good team player", meaning that they have the interests of the team at heart, working for the
good of the team.

Teamwork though is not exclusive to teams. You can have good teamwork in a committee which is not necessarily a
team. Teamwork then, as in co-operation and effective working together, may exist in groups which are not necessarily a
team.
To define teamwork it may be worth clarifying what it isn't and thinking about the distinction between teams and
teamwork. In our view a team is in place when individual strengths and skills are combined with teamwork in pursuing a
common direction or cause to produce meaningful results for the team members and the organisation. A team combines
individual strengths with a shared commitment to performance; it's not just about getting on well together. Teamwork is
absolutely necessary, in fact it is fundamental to a team, but teamwork is not sufficient of it self for a group of people to
be called a team. Only when teamwork is joined with the skills and strengths of individual team members with shared
goals and a focus on collective performance do you start to see the benefits of a team at work.
Why does this matter? Well language can sometimes be confusing and teamwork is perhaps more helpfully
understood as only being a part of what is needed to having effective teams.
Based on this understanding of teams and teamwork, whilst you can't have a team without teamwork, you can have
teamwork without being a team!
Define teamwork: what you value and what you do
So having clarified the difference between a team and teamwork, how should we then define teamwork? One way is
to think of teamwork is as it is often commonly understood, as both an attitude and a set of behaviours. It is about how
people work together effectively. Attitudes come from what you value and are expressed in how you behave. If you place
a high regard on such things as team spirit, valuing and respecting others, and that together you can achieve much more
than being apart, then what you do should reflect that, you behave accordingly. The French language has a wonderful
phrase for teamwork: esprit de corps. The spirit of a group that makes the members wants to succeed. There is a sense of
unity, of enthusiasm shared in common interests and responsibilities.
This is one of the reasons we suggest that you define teamwork together with your team, because it is your own
shared understanding and commitment to behaviours which will make teamwork work.
Think for a moment about what you value about teamwork?
Here are some thoughts and ideas which might help your thinking. Teamwork suggests that people work in an
atmosphere of mutual support and trust, working together cohesively, with good inter-group relations. Each other's
strengths are valued. It should also foster an increasing maturity of relationship, where people are free to disagree
constructively, and where both support and challenge are a part of helping teams work.

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Self-Check 1 Written Test

Name: _________________________________ Date: _________________

Instruction: Answer all the questions listed below, if you have some difficulty doing this self check, feels free to ask your
teacher for clarifications.

1. ----------------- is any group of people organized to work together interdependently and cooperatively to meet the
needs of their customers by accomplishing a purpose and goals.
2. List attributes give the leader certain characteristics that make him or her unique.
3. Leaders carry out this process by applying their leadership knowledge and skills. This is called---------------------
4. List broken the priorities down into four specific roles.
5. List Four Factors of Leadership.
6. What is Teamwork?

LO 2: Foster individual and organizational growth

What is foster?
Foster is the temporary placement of children outside of their own homes. It occurs because of abuse, neglect, or other
family problems. When possible, the Department of Children and Family Services and other agencies work with families to
reunite them. When that's not possible, measures are taken to get the children adopted -- or prepared for independent life.
The five elements to foster leadership

Introduction
What is required to provoke and sustain organizational development in an increasingly complex and challenging
environment? Organizations are trying a wide variety of formulas to succeed, such as the diversification of products and
markets, outsourcing, business process reengineering, the strategic use of technology, and, the development of a unique and
competent workforce. Today‘s organizations need leaders to help them succeed in an ever changing and complex
environment. This literature review, examines how to transform --if that is possible, ordinary individuals into visionary,
ethical, and courageous leaders.

1) Developing a “leadership mindset”

Most authors consider that a personal transformation is required to become an effective leader. Koestenbaum (1991)
mentions that ―Leadership requires a change in how you act, preceded by a conversion-like transformation in how you think‖
(p. 6). Furthermore, he sustains that leadership cannot be taught, no school, professor or coach can teach you how to be a
good leader; leadership has to be learned by own experience. Koestenbaum proposes the development of a ―leadership
mindset‖ which implies thinking big and new, realism to see things as they are, strong ethical values, and courage to make
decisions and to accept responsibility of own actions and inactions.

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2) Exercising humanistic and ethical values

The quantitative analysis of leadership characteristics conducted by the Corporate Leadership Council (2001)
revealed ten top values and behaviors to effective leadership: ―honesty and integrity, communication of expectations,
recognition and value achievement, adaptation to changing circumstances, inspiring others, putting the right people in the
right roles at the right time, passion to succeed, identify and articulate long-term vision for the future, persuade and encourage
others to move in desired direction, and accept responsibility for successes and failures‖ (p. 10b). Furthermore, the study
identified two interesting findings; the first revealed that current leadership teams lack the ability to see the big picture, thus,
losing sight of the future. The second is a call for attention for human resources; the approximately 8,000 leaders that
participated in the study reported that their organizations commonly failed to provide them with the training programs
required to develop key leadership skills.

3) Understanding people’s motivations and engaging collaboration and commitment

Strobe (1996) considers that leaders must understand people‘s inner motivations and engage them with the use of
personal compacts that are the reciprocal obligations and commitments made by employees and organizations. Personal
compacts could be classified in three dimensions: formal dimension, which relates to the understanding of functions and
responsibilities, the psychological dimension, which addresses elements of mutual expectation and reciprocal commitment,
and the social dimension which relates to the alignment of stated values and mission and the company‘s practices and
management‘s attitudes towards them.

4) Managing uncertainty, paradoxes, and resistance

Is the future intriguing and threatening for you? For most of the people it is, but not for leaders, leaders need to
effectively manage uncertainty, paradoxes, and natural resistances from people. Handy in the Age of Unreason (1989, 1990)
keenly observes that leaders delight with the unknown, and have the ability to identify new opportunities, and create new
paradigms.
The relationship between leadership and change is intrinsic. Leaders provoke changes and assist the creation of new
conditions. According to Moss Kanter, Stein & Jick (1992), ―Deliberate change is a matter of grabbing hold of some aspect of
the motion and steering it in a particular direction that will be perceived by key players as a new method of operating or as a
reason to reorient one‘s relationship and responsibility to the organization itself, while creating conditions that facilitate and
assists that reorientation‖ (p. 10). Mc Laghan (2001, 2002) reinforces the notion that leaders must be active learners to
effectively guide their teams into the new ventures, joggling their own personal change challenges.

5) Understanding how change occurs and how to sustain changes

Kanter, Stein & Jick (1992) emphasize the need for leaders to understand and manage change in organizations. The
authors describe how difficult is to find practical examples of focused, innovative, and flexible organizations, since change is
not so easy to understand, and difficult to replicate successful change initiatives. Kanter at all, emphasize the need for leaders
to address the following five barriers to change: (i) the difficulty to make changes stick, (ii) the limitations of managerial
action in making change, (iii) the attempts to carry out programmatic continuing change through isolated single efforts, (iv)
the lack of resources to implement change, and (v) the uniqueness of change initiatives (there is no recipe for successful
change, some change initiatives are successful and others fail).

Conclusions
Since ancient times, leaders have played a strategic role helping individuals, groups and organizations to transform,
adapt to new conditions, and break traditional paradigms. With an increasingly faster pace of change in today‘s environment,
people are more prepared to adapt to new situations, nevertheless, adaptation is no longer the key for achieving success. We
are living in the age of knowledge, characterized by faster changes, where the value of an organization is not given by their
assets, but by their capacity to create and deliver innovative products and services. Organizations, as an effort to improve and
maintain their position in the market implement a wide variety of change initiatives: diversification of markets and products,
new technology, business process reengineering, outsourcing, among others, but there‘s one key initiative that remains as a
constant since ancient times; the need to attract, retain and develop visionary, courageous and ethical leaders. There are
fashions that fade with the time, flavors of the month, but there‘s something that remains constant: the search for leadership.
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The characteristics of leadership remain the same as of ancient times, a great vision which implies the ability to see what
others do not see, the courage to pursue higher goals, humanistic and ethical values, ability to understand people‘s
motivations, and how change occurs, and competence to manage uncertainty, paradoxes and natural resistance. Today‘s
organizations face new challenges, and leadership provides solutions to solve today‘s complex problems to take advantage of
new developments and create competitive advantages. Only the organizations that effectively implement plans to attract,
retain and develop new leaders will provoke and sustain organizational development. Those organizations will be leading the
era of knowledge.
How to transform into a leader?
Is a leader born or can a leader be formed? That question has been debated for centuries, and still, there is no
agreement. While some authors consider that leadership is a born trait, there are others who think that leadership skills can be
developed. If this is true, what conditions/elements foster the development of leaders?
Organizational growth
Organization development definition is not very difficult. It is simply a planned effort to increase the organization's
effectiveness and capability. Organizational development brings changes to the attitudes, values and beliefs of organization,
so that people can adapt to new technologies and challenges of the business. OD includes both inventions and innovations
along with the involvement of major stakeholders and people in the organization in the process of growth and development.

The other definition for organizational development is when two or more people function together to achieve a common
goal i.e. success as defined by the key performance indicators of the organization. Organizational development (OD) is the
long range effort to solve the problems in the workplace.

It can also be defined as the process in which the organization develops the capability and capacity of individual workers
and managers most effectively and efficiently to provide mission work that can be sustained in the long term. This definition
connects OD with the mission and vision dreamed by the founders. It is a complex strategy that brings changes in each and
every aspect of the organization. OD is the process which is designed to produce the particular kind of end result.

Elements of an Organizational Learning Infrastructure

This chapter outlines the experience of Information Services at the University of Kansas (KU), which includes IT units
and libraries, in building an organizational Learning infrastructure as a basis for continuous organizational development.
Many Organizations have adopted organizational effectiveness efforts (for example, Team management, facilitation,
workflow improvement) without completely realizing The OD research foundation underlying these activities. At KU, we set
out
Leadership for Organizational Development
To advance organizational learning, Information Services established an OD community of practice in 2001. Thirteen
interested administrators, faculty, and staffroom throughout Information Services units and from the KU Department of
Human Resources Professional Development unit (KUHRPD, the official campus-wide OD unit) met to discuss the possible
formation of such a group and its purpose(s).After exploration, Information Services leadership and the group decided on a
dual purpose: to create and nurture a group of facilitators for use within Information Services and KU, and to explore and
build capacity for understanding and applying OD concepts, practices, and tools within Information Services and KU. The
group became known as the Information Services Organizational Development Group (OD Group). Now more than four
years old, the OD Group has grown to approximately 30 members. It meets several times a year in facilitated discussions led
by volunteers.
From the group or with expert outside presenters. Some of the subjects explored
By the group include:
 Facilitation
 Use of 360˚ feedback
 Generational differences in the workplace
 Models for managing change
 How to create a culture of assessment

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 Appreciative inquiry
Time and project management
 Organizational values (and how to elicit and use them)
 Positive psychology in the workplace

Self-Check 2 Written Test

Name:_________________________________ Date:_________________

Instruction: Answer all the questions listed below, if you have some difficulty doing this self check, feels
free to ask your teacher for clarifications.

1. What is foster?
2. List five elements to foster leadership.
3. ----------- is not very difficult. It is simply a planned effort to increase the organization's effectiveness and capability.
4. List Some of the subjects explored by the group include:

You must able to get 8points to be competent otherwise you’ll take another test

LO 3: Monitor and evaluate workplace learning

What is Monitoring?
Monitoring is the regular observation and recording of activities taking place in a project or programme. It is a
process of routinely gathering information on all aspects of the project.
To monitor is to check on how project activities are progressing. It is observation; ─ systematic and purposeful
observation.
Monitoring also involves giving feedback about the progress of the project to the donors, implementers and
beneficiaries of the project.
Reporting enables the gathered information to be used in making decisions for improving project performance.
Purpose of Monitoring:
Monitoring is very important in project planning and implementation.
It is like watching where you are going while riding a bicycle; you can adjust as you go along and ensure that you are
on the right track. Monitoring provides information that will be useful in:
Analysing the situation in the community and its project;
Determining whether the inputs in the project are well utilized;
Identifying problems facing the community or project and finding solutions;

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Ensuring all activities are carried out properly by the right people and in time;
Using lessons from one project experience on to another; and
Determining whether the way the project was planned is the most appropriate way of solving the problem at hand.
Benchmarks for best practice in monitoring and evaluating workplace based training have been established. Establish
best practice evaluation and monitoring processes.
Identify the stages and processes for monitoring and evaluation
Identify the critical success factors
Need for Monitoring and Evaluation
Evaluation and monitoring go hand in hand. Monitoring provides the raw data to answer questions. But in and of
itself, it is a useless and expensive exercise. Evaluation is putting those data to use and thus giving them value. Evaluation is
where the learning occurs, questions answered, recommendations made, and improvements suggested. Yet without
monitoring, evaluation would have no foundation, have no raw material to work with, and be limited to the realm of
speculation. As the old song says, "you can't have one without the other." A monitoring program should not be designed
without
Clearly knowing how the data and information will be evaluated and put to use. We cannot afford to collect and store
data that are not used. Monitoring for monitoring sake is monitoring that should never be done.
The nation (indeed, the world) needs to know the status of its soil, water, air, plants, and animals as well as how these
are changing over space and time. An assured supply of critical natural resources, healthful environmental conditions, and the
capability to predict, understand, and resolve environmental problems are an issue of utmost importance. Monitoring
programs are needed to support a comprehensive, scientifically based evaluation of the present and future condition of the
environment and it ability to sustain present and future populations.
Monitoring and evaluation are essential components for taking an ecological approach to management of natural
resources. Since there is much that we do not know about ecosystems and how our management actions will affect them, we
must learn as we go. A report by the Ecological Society of America (1996) suggests that management approaches be viewed
as hypothetical means to achieve clearly stated operational goals. In testing these hypotheses, monitoring programs should
provide critical and timely feedback to managers (see chapter on adaptive management, MT27). Within the framework of
ecosystem management, monitoring programs should be designed to determine whether management actions are moving the
ecosystem toward desired future conditions and trajectories, i.e., toward goals and expectations. Monitoring is thus a means
of checking on progress as well as a tool for improvement. Without it, there is no way of knowing if our management actions
are working and how they should be changed to be more effective.
Managers need to understand that the design, development, and maintenance of monitoring and evaluation programs
require commitment and long-term vision. In the short term, monitoring and evaluation often represents an additional cost
and is particularly difficult to maintain when budgets are tight and where personnel are temporary or insufficient. Yet we
must be clear that lack of consistent support for long-term monitoring and evaluation will hinder progressive ecosystem
management.

Workplace learning

Workplace learning is all about doing some great learning – but in a workplace instead of a classroom. You learn
about work – and also through work – using opportunities you and your teacher can plan together. Your involvement with
planning will help customise those opportunities just for you!
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Work experience, work placement for HSC VET courses, community learning, volunteering, student mentoring
programs by employers in the workplace and some enterprise learning programs are all examples of workplace learning
programs.

ABOUT WORKPLACE LEARNING

This guide introduces you and your staff to the concepts of workplace learning. It explains the workplace learning
programs running in NSW government schools, the support available to employers, and your roles and responsibilities when
hosting students in your workplace. It also includes a handy checklist for employers, both large and small, to help guide you
through the workplace learning process.
What is workplace learning?

Workplace learning programs form part of the NSW secondary school curriculum. They enable students to spend a
planned period of time − usually a week − in the workplace, gaining practical experience, assisting their career choices and
building their industry skills. Workplace learning is available to students in Years 9, 10, 11 and 12. Students are generally
placed in an industry of their choice, reflecting the type of work they plan to do after completing their studies. For some
students workplace learning is their very first experience of the workplace while others have done many hours of paid work in
their part-time jobs.

What kinds of workplace learning programs are there?

NSW secondary schools offer two main types of workplace learning program − work experience and mandatory work
placement for students studying HSC vocational education and training (VET) courses. Most students have the chance to
participate in at least one of these programs during their time at high school.

Work Experience

These programs are usually undertaken by students in Years 9 or 10 with some opportunities in Years 11 and 12.
Work experience provides a general introduction to the ‗world of work‘.

Young people are able to:

• observe a variety of work being done

• undertake supervised work appropriate to their skill level
• ask questions about the workplace
• gain general skills related to being at work
• learn how enterprises work and how to be enterprising
• complete course assignments relevant to the industry or workplace
• find out about training and employment opportunities
 Fine-tune their career aspirations and career and transition planning.

How to Develop a Commitment to Teamwork

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Within an organization, teamwork cannot simply be a program - it should be a fundamental and necessary attitude. It
is acknowledging that as a team we all bring our perspectives, backgrounds and expertise to bear in order to accomplish a job.
It is the development of the supremely important aspect of trust in each other, realizing that without trust, there is no team.
Teamwork within the organization is having a high regard for each other and treating all people with respect. It is
empowering people with the responsibility for all functions of the business. It is the powerful combination of workers who
equip themselves to be competitive employees and people in leadership roles who provide a challenging work environment. It
is the realization that all employees (team members) should be in a collective position to have a high degree of impact on the
customers they serve.
Leaders should realize that it is important for people to be involved in creating, transforming and maintaining
meaning within the organization. Participation and relationship building are a must and allows individuals to capitalize on
their collective knowledge and use technology to influence their particular industry or organization deliverable. The use of
teamwork ties it all together.
Teamwork involves combining the skills, talent, knowledge, and experience of all employees in a coordinated
manner, realizing that narrow definitions of self-interest serve neither the customers, nor individual organization members. To
be most effective teamwork needs to be embraced in principle and in practice through mutual support, encouragement and
accountability, believing that by working together as a team and sharing knowledge, the organization can achieve much
greater results than by working as individuals.
To best support the belief in, and commitment to teamwork, organization members must continually ask the following
questions, in order to enhance their collective performance.

Do I respect, have a high regard for, encourage and support others on my team with regard to acknowledging their
perspective, background and expertise?
Does our team demonstrate high trust in each other as well as extend trust and encouragement to other interrelated
teams?
Does our team display an intense dedication to the personal success of each team member as well as the organization
as a whole?
Do I, along with other team members, ensure that we have the best talent available on our team, and that our
individual talent and skill is used to the fullest extent possible?
Do I, along with other team members, routinely handle the close-to-the-work functions of "planning, organizing,
directing and controlling" the work required for meeting our stated objectives?
Does our team know who our internal and external customers are?
Does our team interact effectively with each other, with our customers, with other teams and with those in leadership
roles?
Am I willing to take on a different role that at times is not being filled?
Do we as a team regularly identify and solve problems within our control?
Is our team well versed in the business strategy of the organization?

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Does our team encourage all members to provide input without regard to their background?
Does our team create an environment in which team members feel they can freely express their views?
Do I place the success of the team ahead of my own personal success?
(I.e. there is no "I" in team)
Do I respect the decisions made by experts inside and outside the team who are charged with the responsibility of
maintaining the balance between business efficiency and challenging the status quo?
As a person of high technical ability and insight, do I take the personal responsibility to share my knowledge and
build a solid working relationship with others who are less qualified or have less insight?

The organization must encourage teams toward using unconventional out-of-the-box thinking to uncover and take
advantage of the less obvious growth opportunities. One of the most powerful forms of challenging conventional thinking and
increasing learning is peer-group interaction. Teams promote this dynamic interchange of ideas and shared learning among a
diverse group. Teams provide a rich pool of knowledge by allowing individuals to share collective experiences and challenge
each other to provide new ways of thinking.
Research shows (1.) adults learn best from one another in an atmosphere that stimulates collaboration and teamwork and
(2.) teamwork can produce greater results than by working as individuals. Because the potential payoffs can be enormous for
the individual and the organization, the organization that wants to become great should be committed to teamwork.

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supervisors and all individuals looking for "real world" career development information. He'll coach and guide you step-by-
step as you seek greater success in your career and the success of your organization. To know more and claim dozens of
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How long will the student spend in your workplace?

This varies. Students usually spend a week with an employer but shorter or longer placements are possible. Some
students come to a workplace for half or one day per week for an extended period of time. HSC VET students are generally
required to complete two weeks of work placement over two years, each week with a different employer.
The Benefits for Employers

Hosting students allows you to:

participate in the education, career development and vocational training of young people in your community
talk to students about your industry, its career paths and future directions
promote the attitudes and skills you want in your workforce
identify young people with potential for your industry
strengthen your links with the community and raise you business profile
increase the supervisory, training and mentoring skill of your staff
Give students the knowledge of the value of work and raise the quality of those coming into your industry.

Workplace Systems
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Workplace Systems plc is a world leader in the development and supply of standard software products for
Workforce Management and work scheduling software. With 25 years' experience, Workplace Systems has more than 400
installations worldwide in major corporate and medium-sized organisations.

Workplace employee scheduling software products address all areas workforce planning including; staff planning,
shift planning and staff tracking together with all aspects of planning and tracking of the work done by staff, including
resources required. Workforce management solutions are deployed as; on premise, Hosted or Cloud, sometimes referred to as
Software-as-a-Service.

In addition to these application areas, Workplace supplies specialised work scheduling software products to provide
mobile, remote and fixed staff with wireless real-time data entry and enquiry. These facilities include; PCs, tablets, smart
phones, biometric and badge-reading terminals.

Workplace Online cloud workforce management provides: labour demand forecasting, simple and advanced
workforce scheduling, time & attendance, task management and business intelligence facilitating management insight &
control. With an innovative approach to workforce scheduling the solution can be deployed in weeks providing rapid business
improvements. Workplace Online is easy to use, has lower costs and a flexible "pay as you go" model to give companies a
quick payback and dramatic return on investment.
Monitoring teams
The performance of teams as a whole should be monitored for training and learning purposes. This recognises that
the skill level of a team is more than the sum of team members' technical skills and skill gaps. We are interested also in how
those skills fit together and are focussed on the team's goals.
Training involving all or most of a team could be expected to have different types of benefit, not all of which are
easily monitored.
Team output
Productivity improvements
Fewer lost-time injuries
Less material wastage
Lower absenteeism
Higher sales figures
Fewer customer complaints
Technical skills
Improved record keeping
More efficient use of technology
Safer work practices
Teamwork skills
Better internal and external communication
Better problem-solving skills
Enhanced levels of trust between team members
Team purpose
Better understanding of why the work team exists
Improved ability to interpret team objectives
Greater commitment to the work team

Summary
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The reason for monitoring achievements is to evaluate the outcomes. In practice the two activities go hand in hand
and are often one and the same. Essentially evaluating means comparing something in terms of something else. In our
discussion we are comparing the outcomes of one person's learning experiences either against those of others or against an
objective standard. Ideally, the reason for evaluation is continuous improvement.
The way an organisation is structured sends a message about how serious management is about continuous
improvement. The culture of an organisation may influence productivity in a positive or negative way. Managers can help
continuous improvement by fostering a positive work culture.

The basis of all continuous improvement is measurement. To achieve improvement we must know where we are now
so we can accurately evaluate our actions to see how effective and efficient they have been.

Ultimately the purpose of evaluating workplace learning is to meet organisational objectives. The ultimate standard is
what stakeholders expect.

Self assessment
1Why is the effectiveness of training difficult to measure?

2 What might you ask a person to find out whether they found a training session worthwhile?

3 Should training result in changed behaviour?

4 Who might need to know whether training is successful?

5 Who should have access to training records?

6 How would you assess the following performances?

(a) Report writing:

(b) Installing electrical wiring:

(c) Supervising:

(d) Serving customers:

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 Self-Check 3 Written Test

Name:_________________________________ Date:_________________

Instruction: Answer all the questions listed below, if you have some difficulty doing this
self check, feels free to ask your teacher for clarifications.

1. What is Monitoring?
2. ----------------- plc is a world leader in the development and supply of standard software products
for Workforce Management and work scheduling software.
3. What is workplace learning?
4. List team output included
5. List technical skills included
 LO 4: Develop team commitment
What is teamwork?

Teamwork is defined as "a joint action by a group of people, in which each person
subordinates his or her individual interests and opinions to the unity and efficiency of the
group." This does not mean that the individual is no longer important; however, it does mean
that effective and efficient teamwork goes beyond individual accomplishments. The most
effective teamwork is produced when all the individuals involved harmonize their contributions
and work towards a common goal.

Why we Interest in Teamwork?

The most important element of team work is shared information. Teamwork has become
an important part of the working culture and many businesses now look at teamwork skills
when evaluating a person for employment. Most companies realize that teamwork is important
because either the product is sufficiently complex that it requires a team with multiple skills to
produce, and/or a better product will result when a team approach is taken. Therefore, it is
important that work in a team environment.
Teamwork is rewarded and recognized. The lone ranger, even if she is an excellent
producer, is valued less than the person who achieves results with others in teamwork.
Compensation, bonuses, and rewards depend on collaborative practices as much as individual
contribution and achievement

What is a team role?

A tendency to perform, contribute and interrelate with others in a particular way. Team role
shows the different types of contribution that is make to the team.

Team role: team roles describe your "soft product" contribution to team discussions and
interactions. For example, when a team meets to resolve a team problem, each team member
contributes a different type of perspective to the discussion, and tries to achieve a different
effect. One person may want to clarify the problem being discussed; another may suggest ideas
for resolution; a third may try to analyse the situation and produce an explanation of how the
problem came about.

When a team is performing at its best, you'll usually find that each team member has clear
responsibilities. You'll also see that every role needed to achieve the team's goal is being
performed fully and well.

Teams can become unbalanced if all team members have similar styles of behavior or team roles.
If team members have similar weakness, the team as a whole may tend to have that weakness. If
team members have similar team-work strengths, they may tend to compete (rather than co-
operate) for the team tasks and responsibilities that best suit their natural styles.

Team

A group of people with a full set of complementary skills required to complete a task, job, or
project. Team members (1) operate with a high degree of interdependence, (2) share authority
and responsibility for self-management, (3) is accountable for the collective performance, and (4)
work toward a common goal and shared rewards(s). A team becomes more than just a collection
of people when a strong sense of mutual commitment creates synergy, thus generating
performance greater than the sum of the performance of its individual members.

Teamwork goals, vision and mission

Teamwork is work performed by a team towards a common goal. In a business setting
accounting techniques may be used to provide financial measures of the benefits of teamwork
which are useful for justifying the concept.
Teamwork goal: A job description need not be limited to explaining the current situation, or
work that is currently expected; it may also set out goals for what might be achieved in future.
Steps to team work communication
1. Define the team task
The first order of business is to agree on the group's goal. This will sometimes be a fully
developed statement of the team's charge, but it can also be a simple sentence that defines the
project
 Do I need to revise my position description/profile?
 Do I need to have a role clarification discussion with my boss?
 Do I need to have a role clarification discussion with some or all team members?
 Should this issue be discussed at our next team meeting?
 2. Define the membership
Being part of a productive team is not a matter of luck. Productive teams are created by
members who have the skills to make them productive.

It is crucial that everyone on the team knows who else is ON the team, what their areas of
expertise or responsibility are, and how to contact them.

Be sure to attend the first meeting of any new team, and find out who is on the team. Learn
each person's name, department and email. Generally, the first document created by a team will
be its roster, a list of members with their contact information

3. Determine Primary Roles

If the team has been formed in order to accomplish a task, the reason for each person's
membership will define that person's primary role in the group. The IT specialist will be in
charge of IT aspects of the task, for instance, while the representative from Human Resources
will bring job analysis expertise to the group. When a group has self-organized to accomplish a
task, an important step is to decide what resources are needed to accomplish the task and decide
how the team members will divide up those primary roles.

4. Developing Team Cohesion

A sense of team identity and cohesiveness among team members is a key factor in group
satisfaction and productivity. Any team will be more productive when it spends at least a short
period of time getting acquainted before jumping into its task. In a large, formal team situation,
a well-run kick off meeting is an excellent forum to meet each other and begin to develop a
sense of common goals and team. Even if your team is a short-term, informal group, spend
some time communicating with each other in a ―social‖ way to get acquainted with each others‘
goals, talents, and personalities. : Get Acquainted as Peopl

Commitment
We all want commitment, but what are we doing about it?
 Have you ever heard people complaining about a lack of commitment? We all want
commitment, from someone else. The project team wants upper management commitment.
Management wants team commitment. The question is, what are they doing to get it? Are we
expecting commitment to be automatic?

There are three key elements needed to get commitment:

Understanding
Agreement
Personal interest

Let look at each of these. Understanding is where it all starts. If we don't understand what is
expected, it is impossible to be committed. The problem is, people don't always like to admit it
when they don't understand. That's why it is good ask for examples, fill in details, and dig deeper
to determine the level of understanding. The opposite of understanding is assumption. We
assume the client, management and the project team wants something, but we don't check it out.
Getting everyone to understand sounds easy, but it is not and it takes time.

Agreement leads to action. Don't confuse silence for agreement. If you assume agreement
when it is not there, you will eventually have to deal with the truth. Agreement is hard to get. It
may be tentative in the beginning and may take time to develop, especially if we are dealing with
something new. Understanding is objective and easy to test. Agreement is more subjective. You
cannot force it. You have to encourage, support and let it grow.

If you want true commitment, ask yourself if you are willing to invest the time and effort to
develop understanding and agreement. If not, you are setting yourself up for phony commitment
and failure when things get difficult.

Personal interest is the third element and it has tremendous power. It adds the passion for
actually making things happen. We call this personal interest. This does not mean being selfish.
You may have heard of ―What‘s In It for me‖ (WIIFM)? Many people think that without a
WIIFM, there cannot be full commitment. Personal interest goes beyond this. It is what gets you
up in the morning and gets you moving. For each of us it could be a different thing. Personal
interest leading to commitment is far more complex than just offering a cash bonus. Yes, there
are some people who will work hard for more money, but others may be completely unmotivated
by it. Find out what people really want.

The Three types of team commitment Circles

Commitment is critically important to team success. Of course there are other factors for success (like
relationships, clear goals and more), but commitment is one that often is overlooked. More specifically,
teams need three forms of commitment to be most successful:

1. Commitment to each other and each other's success. Teams that are comprised of individuals
that actively support believe in and care about the success of each other will be more successful.
 This type of commitment promotes the comfortable shifting of duties and responsibilities among
team members as necessary and allows teams to have less stress and higher productivity.

2. Commitment to their team and the team's success. Team pride and commitment is important
to ultimate success. The commitment that arises from a team that understands their role and
relishes achieving it is hard to undervalue. Teams with this type of commitment will overcome
long odds due to their strength and unity and willingness to band together to get through a tough
situation. Why? Because they see the effort as worth it for the good of the team.

3. Commitment to the organization and organizational goals. When teams see their work as
supporting valuable and important organizational pursuits, this type of commitment is
strengthened. This can't be built without a clear understanding of company direction and goals,
but with those in place this commitment can grow. Like the internal team commitment, this
manifests in organizational pride and a clear sense of obligation to the greater good.

Thinking about each of these separately as a team leader or a team member will help you determine
where gaps might be. Hopefully your team has high marks in each area. If not, this list gives you a place
to start in building higher levels of commitment in the areas that might be lacking.

Potential Pointer: The important team commitments include commitment to the organization, the
team and each other. The stronger and more balanced these commitments are, the more successful and
productive any team will be.

Team Commitment
Effective teams have:
Commitment to the team's plans
Commitment to the team's goals
Set team goals
An understanding of how the team's plans relate to the organisation's objectives
Commitment to the Team's Plans:
The team's plans outline how the team will achieve its objectives by detailing:
What the goals are?
How the goals will be achieved
The performance required
The deadlines and milestones
Committing to the team plans gives the team a strong focus on succeeding and highlights the
steps necessary to succeed. When team members understand their work in the context of the
team's plan they become more committed to team success and less troubled by any short term
difficulties.
 Commitment to the team plan is created when:

 Team members understand what they are expected to do, the standard to which they are
expected to work, the deadlines they are expected to meet and how their work impacts the
rest of the team
 Team members have input into the plans
 The plans are communicated at the outset and reiterated regularly
 Team members minimize activities which do not contribute to the success of the team

Commitment to the Team's Goals:

Commitment to a common goal is one of the cornerstones of teamwork. It occurs when
each member of the team focuses on achieving the team's purpose over and above their
individual objectives.

 Commitment to team goals is created when:

o All team members contribute to and agree on objectives
o Team goals, and the way in which their achievement will be measured, are
determined, documented and communicated at the outset and reiterated frequently
o Any changes to team goals are communicated immediately
o Team members ensure that their own work is aligned with team goals and quality
standards
o Team members place the success of the team above their own personal success
o Team members appreciate the significance of routine or mundane tasks to the
success of the project and perform them willingly

How to Build Commitment in Teams?

Commitment is one of the key factors contributing to team success. What teams achieve
depends on the ability of the leader to build commitment. So how can you build commitment in
teams?

1. Provide clarity on outcomes

If you want teams to achieve success you, as the leader, need to provide clarity on the outcomes
that the team is to achieve in a way that creates buy in. If you are vague on the outcomes you
want, it will be difficult and potentially impossible to get people on board.
 2. Recognise achievements and progress

Everyone likes to be appreciated. Make a point of recognising the achievements of the team and
individuals on the team on a regular basis. There will be times when things are not achieved and
in these circumstances it is important to recognise the progress that has been made.

3. Allow people to make mistakes

We are all human and make mistakes from time to time. To gain commitment from your team
you need to be willing to let people take balanced risks and make mistakes. When mistakes are
made, it is important to encourage people to reflect and learn from the mistakes.

4. Show you can be relied on

Team members need to know that they can rely on you to support them and remove obstacles
that get in their way. As a leader you need to keep demonstrating that you can be relied on and
team members will be much more willing to stay committed.

5. Learn to listen

You are likely to have many ideas of your own and it is important that you do not just impose
them. As a leader you need to become an expert listener so that you get the benefit and
commitment of team members.

6. Be adaptable

One of the real benefits of a team is the range of ideas that they generate. As the leader you need
to be adaptable and help find the best solution from the all of the options available to you.

At the end of the day, building commitment takes time, effort and energy. If you want your
teams to deliver the best possible results, focus on building commitment.
Duncan Broody of Goals and Achievements (G&A) works with individuals, teams and
organizations to develop their management and leadership capability.

With 25 years business experience in a range of sectors, he understands firsthand the real
challenges of managing and leading in the demanding business world.

Self-Check 4 Written Test

Name:_________________________________ Date:_________________

Instruction: Answer all the questions listed below, if you have some difficulty doing this
self check, feels free to ask your teacher for clarifications.
1. A group of people with a full set of complementary skills required to complete a task,
job, or project. Team members.
2. List three key elements needed to get commitment.
3. List three types of team commitment Circles
4. What the goals are?
5. How to Build Commitment in Teams

You must able to get 8points to be competent otherwise you’ll take another test

LO 5: Facilitate accomplishment of organizational goals

Information Sheet 1 Facilitate accomplishment of organizational goals

What is Facilitation? Facilitation these days is one of those trendy words that are vague enough to
be able to cover almost anything. Quite simply, a facilitator‘s job is to make it easier for the group to do
its work. By providing non-directive leadership, the facilitator helps the group arrive at the decisions that
are its task. The role is one of assistance and guidance, not control.

A facilitator is an individual whose job is to help to manage a process of information exchange.

While an "expert's" role is to offer advice, particularly about the content of a discussion, the facilitator's
role is to help with HOW the discussion is proceeding. In short, the facilitator's responsibility is to address
the journey, rather than the destination.

Good facilitation is hard work and it is difficult. There are many styles of facilitation and no single
"right" way to carry out the role. We each develop our own unique style and make different kinds of
contribution to the facilitation function.
 Initial Start-up Tasks
contracting with the client
preparing the facilities and materials
conducting introductions
clarifying roles (e.g. facilitator, recorder, timekeeper, reporter)
discussing expectations
developing or reviewing the agenda

Facilitator collaborative meeting software for interactive webinars

Drawing on what we know about successful participative learning strategies in face-to-face
workshops, Facilitator distance learning software is designed to pull information and ideas from
participants in a virtual training setting. Facilitator offers tools for brainstorming and idea generation,
categorizing and organizing, voting and prioritizing, action planning and documentation. These webinar
tools are simple in concept but powerful in their ability to draw on the wisdom of the group and keep
everyone engaged. Facilitator web meeting software allows you to build collaborative components such
as action research, case study analysis, problem solving, reflective learning, coaching, small group
exercises, question circles, appreciative inquiry, feedback and assessment into your virtual training.
HOW TO FACILITATE THE STRATEGIC PLANNING PROCESS
Tyrone A. Holmes
Tyrone A. Holmes, E.d.D., is the president of T.A.H. Performance Consultants Inc., a full-service human
resource development consulting firm specializing in the enhancement of individual and organizational
performance. As a dynamic speaker, trainer, consultant, and coach, Holmes has helped countless
individuals enhance their ability to communicate, resolve conflict, and solve problems in culturally
diverse settings. He has created and copyrighted numerous training systems, and speaks on a variety of
communication, diversity, and consulting topics including creating culturally empowered environments,
improving communication in culturally diverse settings, and leading teams in the 21st century.

Contact Information
Strategic planning is one of the most common organizational practices in existence today. Almost
all organizations facilitate some type of goal setting and planning activities at one point or another.
Strategic planning can be defined as a systematic decision-making process to identify an organization‘s
mission, primary goals, action plans, and operational roles. It allows you to more clearly define the
purpose of the organization; to clarify goals and objectives for organizational members; to ensure more
effective use of institutional resources; to provide a framework for organizational evaluation; and, when
done effectively, to improve organizational performance. Much has been written on strategic planning,
and, while there are a variety of ways to facilitate the process, this guide outlines the simplest, most
straightforward approach
And incorporates the following steps:
1. Develop a mission statement.
2. Identify SMART goals.
3. Facilitate the force field analysis process.
4. Facilitate the action-planning process.
5. Evaluate progress.
Develop a Mission Statement
A mission statement is a brief, formal declaration that describes the specific purpose of an
organization. It specifies, in general terms, what the organization is trying to accomplish. It is used by the
organization to create a vision in the minds of stakeholders such as employees and customers. Almost
every organization has a mission statement; however, many are poorly developed or have never been used
properly. An effective mission statement contains three elements:
1. It defines why the organization exists.
2. It describes what the organization should be doing.
3. It identifies who will receive the benefits of the organization‘s output.
A mission statement can be very helpful in communicating an organization‘s values and purpose.
It tells customers, clients, employees, and other stakeholders what the organization is all about and what it
values most. Unfortunately, many organizations make the mistake of allowing their mission statement to
become dormant. You can avoid this by developing specific goals based on your mission statement, and
by using it in your communication and marketing activities. An effective mission statement articulates the
organization‘s purpose in a clear and concise fashion. (See Figure 1 for an example of a brief, yet
functional mission statement.) To develop an effective statement, key organizational stakeholders (e.g.,
top management) should work together to answer the following questions:
1. What does your organization do? (What is the nature of the organizations? Business? Why does the
organization exist? What purpose does it serve?)
2. What are the desired results of this activity (the primary goals)?
3. For whom does your organization perform its functions? (Who is the primary client/beneficiary of the
Organization‘s output?)
Identify SMART Goals
A goal is a declaration of a desired end state. It specifies where you want to be at a specific point
in the future. Effective goals should be written using the SMART goal method. SMART is an acronym
that describes the five characteristics of a well-written goal: specific, measurable, achievable, relevant,
and time-bound. Figure 2 provides a brief description of each of these characteristics. Using the SMART
goal method provides two benefits. First, it helps ensure that all employees concur when it comes to the
direction of the organization. Because SMART goals are so clear-cut, it reduces the chance of confusion
about goals and objectives on the part of the organization‘s stakeholders. Second, because SMART goals
are clear and concise, determining whether they have been accomplished is easy, making it easier to
assess progress toward goal achievement on an ongoing basis. You can use the following model to write a
SMART goal: ―By the end of ______, we will ______, as demonstrated by ______.‖ The first blank is
used to specify the goal completion date. The second blank is used to describe the goal itself, while the
final blank is used to identify how goal achievement will be measured. Applying this model ensures
That the goal is time-bound, measurable, concise, and stated in performance terms. Figure 3 offers several
examples of well-written SMART goals.
HOW TO FACILITATE THE STRATEGIC PLANNING PROCESS
Sample Mission Statement.
The mission of the ABC organization is to collect and compile data, make strategic decisions
regarding that data, develop training programs, and provides staff assistance in state-of-the-art computer
technologies for our internal clients, including the accounting, finance, and marketing departments. Our
aim is to help our clients improve individual and departmental performance while reducing overall costs.
SMART Goal Characteristics
The goal is concise and stated in performance terms. Measurable: It is easy to determine if the
goal has been met. Achievable: The goal is set high, but is also attainable. Relevant: The goal is tied to
organizational performance needs. Time-Bound: The goal has a specific timeframe for completion.
Facilitate the Force Field Analysis Process Once you have identified your SMART goals, your next step
is to create plans that describe how these goals will be accomplished. However, before you develop action
plans, it is helpful to analyze your goals to identify any potential barriers you may encounter. Force field
analysis (FFA) is a relatively simple, highly effective way to do this. FFA was developed by the
renowned social psychologist Kurt Lewin. Dr. Lewin offered a very basic idea. He suggested that any
problem situation could be seen as a ―sea of forces in motion.‖ Some of these forces are favorable
to goal achievement, while some are unfavorable. Force field analysis is a process that involves
identifying a current problem or goal (such as your SMART goals), identifying the restraining forces that
can prevent the goal from being achieved, identifying the driving forces that are pushing for goal
accomplishment, and developing a change strategy. Your change strategy can include:
1. Increasing the driving forces.
2. Decreasing the restraining forces.
3. A combination of both.
Organization goals: Those ends that an organization seeks to achieve by its existence and
operation. Goals are predetermined and describe future results toward which present efforts are directed.
Types of Goals
Official goals are the general aims of an organization as expressed in the corporate charter, annual
reports, public statements and mission statements. Their purpose is to give the organization a
favorable public image, provide legitimacy, and justify its activities.
Operative goals reflect the actual intention of an organization. They describe the concrete steps to be
taken to achieve the organization's purpose. They often don't correspond with official goals.
For example: Many organizations mention environmentally friendly behavior as a goal of the
organization. However in a study of organizations actually including environmental friendly behavior
as an organizational goal, very few had corresponding operative goals, i.e. very few delineated how
such behavior would be implemented in the different departments of the organization.
Additional examples: Most prisons have rehabilitation of prisoners, preparing them for re-integrations
into society as their official goal, however in practice; most of their operative procedures involve
aspects of custodial care. For many voluntary organizations, especially in these days of funding
cutbacks, the community service which is their official mandate or goal takes secondary precedence
to the fundraising activities which will ensure their survival.
Reasons for differences between official and operative goals Participants disagree on the
organizations actual goals. Pfeiffer and Selznick (1989) interviewed the officers of several
organizations and asked the simple question: what is the main goal of your organization. They found
very little agreement. Each officer viewed the goal of the organization through the lens of his/her own
department/division. From the results of this study, Pfeiffer and Selznick came to the conclusion that
there is really only one clear and clearly shared goal in any organization and that is survival.
Even if there is agreement as to what the organization's official goals are, perceptions about how to
accomplish official goals may differ.
Official goals are often financially or politically unrealistic
Operative goals are the result of internal negotiations among groups and coalitions who want to make sure
their interests are represented and therefore they often deviate from the official goals. Some organizations
never state official goals, not to attract potential competition or opposition. One can determine
organizations true goals not by reading their charter but by examining resource allocation process.
Benefits of organizational goals
 Goals serve as guidelines for action, directing and channeling employee efforts. They provide
parameters for strategic planning, allocating resources and identifying development opportunities.
 Goals provide constraints in the organization. Choosing certain goals reduces discretion in pursuing
other goals. Eg. The goal of maximizing stockholder dividends immediately reduces financial
resources available for expense accounts.
 Goals act as a source of legitimacy by justifying an organization's activities and existence. For new
organizations the struggle for legitimacy is great. Maintaining legitimacy is easier but still, some
organizations do lose legitimacy. For example imagine a hospital whose goal was to increase
occupancy by performing as much surgery as possible. Such a goal would surely reduce its
legitimacy.
 Goals define standards of performance. To the extent that goals are clearly stated, they set standards
for evaluation.
 Goals provide a source of motivation. By presenting a challenge and how to achieve it, organizational
goals act as behavioral incentives. For example: the path-goal theory of leadership.
Key organizational goals
 Market share
 Innovation. Tom Peters found that excellent companies are obsessed by innovation. Eg. Minnesota
Mining and Manufacturing (3M) has generated 25% of its sales from products less than 5 yrs old.
 Productivity. This is probably the most oft cited goal of all, to produce greater outcomes with fewer
inputs. This provides organizations with a competitive edge. For example, GE estimates that a one
percent increase in productivity at their plants translates into $300 million dollars of increased
revenues. As productivity increases market share goals can be pursued by dropping prices.
 Physical and financial resources. Renovating and maintaining equipment is important in the long run
for an organization. Increasing cash flow is often important for new ventures.
 Profitability. This is usually expressed as a percentage and should always be stated.
 Management performance and development. Management training is important because management
is key to organization success. For example, GE has a special course in Crotonville for up and coming
young managers and IBM spends 15 days per year training management in better management
practices. This is often a neglected aspect in many organizations.
 Employee‘s performance and attitude goals. Employees are the most important asset in any
organization, although many organizations don't act as if they believe this.
 Social responsibility. More and more organizations see this as somewhat important to gain legitimacy
on the public's eye. These days one is witness to organizations providing matching funds for
fundraising efforts and giving their employees a certain number of paid hours time off to volunteer in
community activities.
Individual organization goals
Organizations don't make goals; individuals do. Therefore, goals will reflect the interests of the
individual. The greater the overlap between an individual's goals and organizational goals, the better for
the organization. Unfortunately often this is not the case. For example, it may be in the best interests of an
organization to amalgamate certain departments or to out-source some kinds of tasks, but this may
infringe on the power of certain departments and their leaders, so these goals will not be supported.
 Goals are set in an organization by creating coalitions of non-competing groups. There is constant
bargaining among the different organizational leaders to find the right direction of the organization.
Organizational groups with greater power will have more control over the direction of the organization.
This is not always in the best interests of the organization.

Self-Check 5 Written Test

Name:_________________________________ Date:_________________

Instruction: Answer all the questions listed below, if you have some difficulty doing this self check, feels
free to ask your teacher for clarifications.
1. What is Facilitation?
2. Whose job is to help to manage a process of information exchange?
3.