1. PowerPoint presentation
Unit 241 (M&L 6): Principles of team leading
The aim of this session is to: To develop learner/s knowledge of team dynamics Learners will be able to: 1. Explain the purposes of different types of teams 2. Describe the stages of team development and behaviour 3. Explain the concept of team role theory 4. Explain how the principle of team role theory is used in team building and leadership 5.Explain typical sources of conflict within a team and how they could be managed.
Introduction to the unit aims and session objectives – LO2 assessment criteria 1–5.

2. Different teams
There are as many as seven different types of teams but mostly they come into two categories:
Permanent
Temporary.
Tutor to discuss this with learners

3. Cross-functional teams Self-managed teams Virtual teams Task forces
Types of teams
Functional
Cross-functional teams
Self-managed teams
Virtual teams
Task forces
Project teams
Quality circles
Discuss in your groups the features of each of these teams.
Tutor to reveal these seven and any others that are relevant. Get the learner/s to discuss what their own interpretation of what each team is.

4. Team types
Functional team ̶ all with a common functional expertise, working toward shared objectives. Functional teams are traditional corporate teams often as a whole department, or with a part of it. For example the accounting department of a town council.
Cross-functional team – a multidisciplinary group of people whose members hold different backgrounds, expertise and functions working towards shared objectives such as department store teams.
Self-managed teams – a team who works autonomously (without supervision) to common goals set by the organisation.
Virtual teams – commonly known as a remote team that works over different locations, time, space and countries, and that communicates electronically.
Tutor to reveal these.

5. Team types
Task forces – A team brought together to get a single objective completed. Mostly found in the uniformed forces such as army, navy, police etc.
Project teams – A team assigned to activities for the same project. They can be divided into sub-teams according to need. Usually project teams are only used for a defined period of time. They are disbanded after the project is deemed complete. This is often found in the construction industry.
Quality circles – A group of workers who do the same or similar work, who meet regularly to identify, analyse and solve work-related problems. Normally small in size, the group is usually led by a supervisor. In education you may find a group of tutors, assessors and internal verifiers getting together in a quality circle to share best practice.
Tutor to reveal and discuss with learners.

6. Worksheet 5 – Different team types
Types of teams
Worksheet 5 – Different team types
Work through Worksheet 5 and discuss it with your tutor.
This can be used as knowledge evidence in your portfolio.
Distribute Worksheet 5 and discuss with learners their responses. There is a tutor answer sheet available for you to use for guidance – you can expand and discuss further.

7. Team development – Tuckman’s theory
Tutor to reveal and discuss with learner/s

8. Performing – when group works together getting their work done.
Tuckman’s theory
Forming – when the team get introduced and begin making judgements about each other and ground rules are set.
Storming ̶ usually when the group begin to resist leadership and demonstrate hostility to others.
Norming – when the group begin to form alliances and more harmony is established.
Performing – when group works together getting their work done.
Reforming – when the group disband and or team members leave and stage one begins again.
Tutor to reveal and discuss with learner/s.

9. Team development
In your teams discuss when you have been at the different stages of the Tuckman's theory and how you and others behave in teams.
Tutor to discuss with learner/s. Group or one to one discussion around the five stages of this theory.

10. Activity 3 – Team roles Development activity
Tutor to distribute Activity 1 and agree a time to complete and discuss.

11. Team role theory ̶ Belbin’s Theory
Belbin suggests that, by understanding your role within a particular team, you can develop your strengths and manage your weaknesses as a team member, and so improve how you contribute to the team. This should create more balance in a team. Now research the internet and take a free questionnaire.
Tutor to discuss this overview of the theory and ask the learners to access the internet and take the test.

12. Action-orientated roles:
Belbin’s nine types of team roles and how they contribute to performance
Action-orientated roles:
Shaper – they challenge, are dynamic and overcome obstacles. They can be prone to offend and can be easily provoked.
Implementer – disciplined, reliable, conservative, turns ideas into practical actions. They can be inflexible and slow to respond to change.
Completer finisher – delivers on time, conscientious, checks for errors and pays attention to detail. They can worry unduly and be reluctant to delegate.
Tutor to reveal these roles and also get the learners to download any free material available.

13. People-orientated roles:
Belbin’s nine types of team roles and how they contribute to performance
People-orientated roles:
Co-ordinator ̶ Mature, confident, clarifies goals delegates well. They can be seen as manipulative and offloads tasks they don’t like.
Team-worker – Co-operative, mild, perceptive and diplomatic listens and keeps the peace. They can be indecisive in a crisis.
Resource investigator – Extrovert, enthusiastic, good communicator, explores opportunities and shares information. They can be over optimistic and lose interest quickly.
Tutor to reveal these roles and also get the learners to download any free material available.

14. Belbin’s nine types of team roles and how they contribute to performance
Cerebral roles:
Plant – creative, imaginative, solves difficult problems. They can be prone to ignoring details and are too preoccupied to communicate well.
Monitor evaluator – strategic, sees all opinions and is accurate. They tend to lack drive or the ability to inspire.
Specialist – single-minded, self-starter, dedicated and brings knowledge. They are prone to only working within narrow parameters and dwells on technicalities.
Tutor to reveal these roles and also get the learners to download any free material available.

15. Concept of team behaviours
Belbin’s theory is a tool for leaders to help them recognise the diversity in their teams.
Summarise this part of the LO and continue to the activity sheet to help meet the assessment required for this criteria.

16. Team roles and how to build a team
Worksheet 6 – Describe team roles
Work through Worksheet 6 and discuss it with your tutor.
This can be used as knowledge evidence in your portfolio.
Distribute Worksheet 6 and discuss with learners their responses. There is a tutor answer sheet available for you to use for guidance – you can expand and discuss further.

17. Conflict in the workplace
What causes conflict in the workplace?
Tutor to get learner/s to discuss this and give examples if they have experienced it.

18. Sources of conflict within a team
There are many sources of conflict and these are eight of the most frequent:
Internal change
External changes
Relationships
Hierarchy
Poor performers
Poor communication
Limited resources
Harassment.
Tutor to reveal and discuss each point.

19. Why is managing conflict important?
Conflict within a team
Why is managing conflict important?
Tutor to get the learner/s to discuss these questions.

20. Why manage conflict within a team?
Maintain morale
Maintain performance standards
Minimise absenteeism
Promote a safe working environment
Maintain group co-operation
The use of the organisation’s formal processes for consultation, intervention or even discipline can be used to resolve conflict.
Tutor to reveal and discuss the three avenues of consultation, intervention and discipline procedures. Learners should understand their own organisations’ procedures.

21. Types of conflict techniques/resolution
Positive solutions/outcomes:
Win-Win (collaborating)
Attempting to identify the underlying concerns in order to find an alternative that satisfies everyone.
Compromise
Working to a mutually acceptable solution that partially satisfies everyone.
Tutor to reveal and discuss and the most beneficial outcomes resolving conflict.

22. Types of conflict techniques/resolution
Negative solutions:
Forcing
Using formal authority or coercion to get one’s own way at the expense of others.
Avoiding
Not addressing the conflict, withdrawing from a threatening situation.
Accommodating
Neglecting own concerns to satisfy others.
Tutor to reveal and discuss.

23. Worksheet 7 – Why conflict occurs and how to deal with it
Work through Worksheet 4 and discuss it with your tutor.
This can be used as knowledge evidence in your portfolio.
Distribute Worksheet 7 and discuss with learners their responses. There is a tutor answer sheet available for you to use for guidance – you can expand and discuss further.

24. End of session Any questions?
Close session. Gather feedback as organisation requires it.