\nCould you be pushed to commit a horrific crime Although most individuals can readily predict their response during a stressful situation, recent advancements have revealed that situational forces can have a far greater impact on ones behavior than previously acknowledged. In fact, discoveries have been revealed which provide shocking insight into human behaviors and abuse.
\nRead the article by Hong (2012) and write a two-page review examining how normal individuals can become vulnerable to heinous acts when placed under certain duress.
\n What can be learned from Zimbardos prison experiment
\n Can certain correlations be drawn from the conditions in Abu Ghraib
\nCould you blindly follow the commands received by an authority figure
\n Hong, J. K. (2012). The Lucifer Effect: Understanding how good people turn evil. Army Lawyer, 55-58. Retrieved from Academic OneFile database.
\n Introduction: This is meant to give a concise overview of the article being discussed, and is usually one paragraph in length.
\n Summary: This contains the summary of the article that gives the general argument(s) and overview of the featured author.
\n Analysis: In this portion of the paper, you should provide a review of the article. You should state whether you agree or disagree with the issues that were posed. Furthermore, you should also discuss why you agree or disagree with the authors viewpoint(s). Do not forget to discuss the importance of this article to the field of psychology. You MUST use the material from the textbook to support your opinion.
\n Conclusion: This summarizes your final thoughts for the featured topic (sample nursing essay examples by the best nursing assignment writing service).
\nNote: Do not forget to double space your response and use Times New Roman 12 pt. font. This written assignment should have a cover page, two full pages of content in which you organize the four sections of the article review based on the guidelines as listed above, and a references page. You are required to utilize the textbook and assigned article to support your stance on this topic (sample nursing essay examples by the best nursing assignment writing service). BOTH sources should be included on your references page. You should also have accompanying in-text citations for each source that you have used throughout your response. Follow APA format guidelines.
\nCourse TEXTBOOK :
\n Wade, C., Tavris, C., & Garry, M. (2014). Psychology with DSM-5 update (11th ed.) [VitalSource version]. Retrieved from https:\/\/online.vitalsource.com\/#\/books\/9780205933174
\nContents
\nUnits of Competency…………………………………………………………………………….. iv
\nBSBDIV301 Work Effectively with Diversity………………………………………………… iv
\nBSBINN301 Promote Innovation in a Team Environment…………………………… iv
\nGrading System…………………………………………………………………………………… iv
\nAssessment 1………………………………………………………………………………………. v
\nAssessment 2……………………………………………………………………………………… vi
\nLegend………………………………………………………………………………………………. vii
\n1. Work Effectively with Diversity …………………………………………………………… 1
\nActivity 1.1………………………………………………………………………………………………10
\nActivity 1.2………………………………………………………………………………………………11
\nActivity 1.3………………………………………………………………………………………………14
\n2. Promote Innovation in a Team Environment………………………………………… 15
\nActivity 2.1………………………………………………………………………………………………27
\nActivity 2.2………………………………………………………………………………………………31
\nActivity 2.3………………………………………………………………………………………………34
\nActivity 2.4………………………………………………………………………………………………36
\nAppendix 1 Glossary……………………………………………………………………………. 37
\nAppendix 2 References………………………………………………………………………… 39
\nAppendix 3 Case Study…………………………………………………………………………. 40
\nAustralia Post The Strength Within………………………………………………………..40<\/p>\n
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iv<\/p>\n
UNITS OF COMPETENCY
\nBSBDIV301 Work Effectively with Diversity
\nThis unit replaces and is equivalent to:
\nBSBDIV301A Work Effectively with Diversity
\nELEMENT
\n1. Recognise individual differences and respond appropriately
\n2. Work effectively with individual differences<\/p>\n
BSBINN301 Promote Innovation in a Team
\nEnvironment
\nThis unit replaces and is equivalent to:
\nBSBINN301A Promote Innovation in a Team Environment
\nELEMENT
\n1. Create opportunities to maximise innovation within the team
\n2. Organise and agree effective ways of working
\n3. Support and guide colleagues
\n4. Reflect on how the team is working
\nFor further information on the Units of Competency, please visit
\nwww.training.gov.au, or refer to your Course Outline booklet.<\/p>\n
GRADING SYSTEM
\nHigh Distinction (HD)<\/p>\n
85% and above<\/p>\n
Distinction (D)<\/p>\n
75-84%<\/p>\n
Credit (Cr)<\/p>\n
65-74%<\/p>\n
Pass (P)<\/p>\n
50-64%<\/p>\n
Not yet competent (NYC)<\/p>\n
Below 50%<\/p>\n
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v<\/p>\n
ASSESSMENT 1
\nCourse Name<\/p>\n
BSB30112 & BSB30115
\nCertificate III In Business<\/p>\n
Subject\/module<\/p>\n
Advanced Teamwork<\/p>\n
Assessment method<\/p>\n
Part A: Written or Oral Questions
\nPart B: Written or Oral Questions
\nPart C: Written or Oral Questions<\/p>\n
Due date<\/p>\n
Session 5<\/p>\n
Weighting<\/p>\n
50%<\/p>\n
Units of Competency<\/p>\n
BSBDIV301A & BSBDIV301
\nWork Effectively with Diversity
\nBSBINN301A & BSBINN301
\nPromote Innovation in a Team Environment<\/p>\n
Instructions
\n1.\t Assessments will be provided by your trainer.
\n2.\t Assessments should be completed as per trainers instruction.
\n3.\t The assessment must be submitted by the session mentioned above in
\nthe due date.
\n4.\t Your assessment should be presented as a word-processed document
\naddressing all elements of the assessment.
\n5.\t Once you have completed the assessment, please attach the APC
\nassignment cover sheet and hand both to your trainer.
\n6.\t Plagiarism is copying someone elses work and submitting it as your own.
\nAny plagiarism will result in a mark of zero.<\/p>\n
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vi<\/p>\n
ASSESSMENT 2
\nCourse Name<\/p>\n
BSB30112 & BSB30115
\nCertificate III In Business<\/p>\n
Subject\/module<\/p>\n
Advanced Teamwork<\/p>\n
Assessment method<\/p>\n
Part A: Group Assessment
\nPart B: Written or Oral Questions<\/p>\n
Due date<\/p>\n
Session 8<\/p>\n
Weighting<\/p>\n
50%<\/p>\n
Units of Competency<\/p>\n
BSBDIV301A & BSBDIV301
\nWork Effectively with Diversity
\nBSBINN301A & BSBINN301
\nPromote Innovation in a Team Environment<\/p>\n
Instructions
\n1.\t Assessments will be provided by your trainer.
\n2.\t Assessments should be completed as per trainers instruction.
\n3.\t The assessment must be submitted by the session mentioned above in
\nthe due date.
\n4.\t Your assessment should be presented as a word-processed document
\naddressing all elements of the assessment.
\n5.\t Once you have completed the assessment, please attach the APC
\nassignment cover sheet and hand both to your trainer.
\n6.\t Plagiarism is copying someone elses work and submitting it as your own.
\nAny plagiarism will result in a mark of zero.<\/p>\n
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vii<\/p>\n
LEGEND
\nNot all ICONS are used in this workbook<\/p>\n
Research\/Investigate
\nThis tells you to go and find out some information<\/p>\n
Activity\/Provide notes
\nThis indicates that you need to take notes and\/or complete
\nan exercise\/activity in this workbook<\/p>\n
Reference material\/manuals
\nThis means you should look to sample of organisations
\npolicies and procedures or to some other learning material,
\nresources to complete this exercise\/activity.<\/p>\n
Think
\nTake some time to think about the information and record
\nyour own ideas<\/p>\n
Talk
\nTalk to your peers, colleagues swap ideas.<\/p>\n
Reading
\nSelected extra reading requirements.<\/p>\n
You<\/p>\n
Sydney Ferries<\/p>\n
Tube<\/p>\n
Youtube
\nSelected Youtube requirements.<\/p>\n
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1<\/p>\n
1. WORK EFFECTIVELY WITH DIVERSITY
\nIntroduction
\nTeamwork is the capability to comprehend and recognise the diverse
\nstrengths and abilities in a group setting and then applying them to one
\nfinal solution.
\nWikipedia, 2010<\/p>\n
A team is made of many individuals and it is important that we understand and
\nrespect the differences that make us unique individuals. All workplaces require
\nthat individuals and teams in the workplace are able to work effectively with
\ndiversity.
\nDiversity is a commitment to recognising and appreciating the variety of
\ncharacteristics that make individuals unique in an atmosphere that promotes
\nand celebrates individual and collective achievement. Diversity encompasses:
\nff Race
\nff Age
\nff Culture\t
\nff Disabilities
\nff Family structure
\nff Sexual preference
\nff Gender
\nDiversity in the workplace is ensuring that the talents and contributions of
\nindividuals are recognised, appreciated and utilised. Diversity in the workplace
\ncovers gender, age, language, ethnicity, cultural background, sexual orientation,
\nreligious belief and family responsibilities. Diversity also refers to the other
\nways in which people are different, such as educational level, life experience,
\nwork experience, socio-economic background, personality and marital status.
\nWorkplace diversity involves recognising the value of individual differences and
\nmanaging them in the workplace.
\nThe diversity of the people in the workforce is one of its greatest strengths.
\nManaging diversity successfully means creating an environment that values and
\nutilises the contributions of people with different backgrounds, experiences and
\nperspectives. Organisations need to develop people management strategies
\nthat accommodate differences in the background, perspectives and family
\nresponsibilities of their employees. They need to recognise the contribution
\nthat diversity of perspectives makes to generating new ideas and ways of doing
\nthings.
\nThe concept of workplace diversity includes the principle of equal employment
\nopportunity (EEO). EEO policies address continued disadvantage experienced
\nby particular groups of people in the workplace, including women, Indigenous
\nAustralians, people with disabilities and those who suffer disadvantage on the
\nbasis of race or ethnicity. These policies remain an important foundation for
\nworkplace diversity policy.
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Element 1: Recognise Individual Differences and Respond
\nAppropriately
\nWorking effectively with diversity means that we should be are aware of the
\ndifferences that individuals have and ensure that we respond appropriately
\nto those differences. In our workplaces we need to recognise and respect the
\ndifferences in our colleagues, clients and customers.
\nSome of the differences that will be evident in our colleagues, clients and
\ncustomers will be as follows:<\/p>\n
Different Communication Styles
\nThe way people communicate varies widely between, and even within, cultures.
\nOne aspect of communication style is language usage. Across cultures, some
\nwords and phrases are used in different ways. For example, even in countries
\nthat share the English language, the meaning of yes varies from maybe, Ill
\nconsider it to definitely so, with many shades in between.
\nThe degree of importance given to non-verbal communication can differ between
\ncultures. Non-verbal communication includes not only facial expressions and
\ngestures; it also involves seating arrangements, personal distance, and sense of
\ntime.
\nIn addition, different norms regarding the appropriate degree of assertiveness
\nin communicating can add to cultural misunderstandings. For instance, some
\nAustralians typically consider raised voices to be a sign that a fight has begun,
\nwhile some nationalities often feel that an increase in volume is a sign of an
\nexciting conversation among friends. Thus, some Australians may react with
\ngreater alarm to a loud discussion than would members of some ethnic or nonwhite cultural groups.<\/p>\n
Different Attitudes Toward Conflict
\nSome cultures view conflict as a positive thing, while others view it as something
\nto be avoided. In Australia conflict is not usually desirable; but people often are
\nencouraged to deal directly with conflicts that do arise. In fact, face-to-face
\nmeetings customarily are recommended as the way to work through whatever
\nproblems exist. In contrast, in many Eastern countries, open conflict is seen as
\nembarrassing or demeaning; as a rule, differences are best worked out quietly.
\nA written exchange might be the favoured means to address the conflict.<\/p>\n
Different Approaches to Completing Tasks
\nFrom culture to culture, there are different ways that people move toward
\ncompleting tasks. Some reasons include different access to resources; different
\njudgments of the rewards associated with task completion, different notions of
\ntime, and varied ideas about how relationship-building and task-oriented work
\nshould go together.
\nWhen it comes to working together effectively on a task, cultures differ with
\nrespect to the importance placed on establishing relationships early on in the
\ncollaboration. For example Asian and Hispanic (the best nursing writing service, a studybay for your papers) cultures tend to attach more
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3<\/p>\n
value to developing relationships at the beginning of a shared project ( help with nursing paper writing from experts with MSN & DNP degrees) and more
\nemphasis on task completion toward the end as compared with Australians.
\nEuropeans and Australians tend to focus immediately on the task at hand, and
\nlet relationships develop as they work on the task. This does not mean that
\npeople from any one of these cultural backgrounds are more or less committed
\nto accomplishing the task or value relationships more or less; it means they may
\npursue them differently.<\/p>\n
Different Decision Making Styles
\nThe roles individuals play in decision making vary widely from culture to culture.
\nFor example, in Australia, decisions are frequently delegated, that is, an official
\nassigns responsibility for a particular matter to a subordinate. In many Southern
\nEuropean and Latin American countries, there is a strong value placed on
\nholding decision making responsibilities with ones self. When decisions are
\nmade by groups of people, majority rule is a common approach in Australia; in
\nJapan consensus is the preferred mode. Be aware that individuals expectations
\nabout their own roles in shaping a decision may be influenced by their cultural
\nframe of reference.<\/p>\n
Different Attitudes Toward Disclosure
\nIn some cultures, it is not appropriate to be open about emotions, about the
\nreasons behind a conflict or a misunderstanding, or about personal information.
\nThe variation among cultures in attitudes toward disclosure is also something
\nto consider before you conclude that you have an accurate reading of the views,
\nexperiences, and goals of the people with whom you are working.<\/p>\n
Physical Characteristics and Abilities
\nDisability
\nThe term disability refers to conditions that impair or interfere with the
\nnormal way of doing things. The Australian Government defines disability in the
\nDisability Discrimination Act 1992 (Cth) as:
\nff total or partial loss of the persons bodily or mental functions; or
\nff total or partial loss of a part of the body; or
\nff the presence in the body of organisms causing disease or illness; or
\nff the presence in the body of organisms capable of causing disease or illness;
\nor
\nff the malfunction, malformation or disfigurement of a part of the persons
\nbody; or
\nff a disorder or malfunction that results in the person learning differently from
\na person without the disorder or malfunction; or
\nff a disorder, illness or disease that affects a persons thought processes,
\nperception of reality, emotions or judgment or that results in disturbed
\nbehaviour
\nMental or cognitive ability means how well a person is able to understand and
\nprocess information, as well as understand the consequences of their own
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4<\/p>\n
behaviour and decisions. It involves memory, focus, attention, awareness, logic
\nand reason, as well as self-awareness.
\nMental ability is often judged by a persons:
\nff spatial reasoning
\nff numerical reasoning
\nff verbal reasoning
\nff logical reasoning
\nPeople think differently. Some people are better at numerical problems than
\nlanguage or word problems. For others it is the opposite. Some people are
\nconsidered to have instant recall or a photographic memory that enables
\nthem to process information much faster than other people. Other people are
\nslower with information processing and may need more time and patience.
\nSome people are more creative in their thinking, others are more careful.
\nFinding out how people think is a good way of assessing how to allocate tasks in
\nthe workplace.
\nLearning styles vary from person to person, too. People learn more quickly
\ndepending on whether the information is presented to them visually or verbally,
\nin print or on the Internet. Some people need to see how things are done, while
\nothers need to think things through or talk about them. Catering to a clients
\npreference for comprehension and learning will help make your dealings with
\nthem more effective.<\/p>\n
Working with Diversity: Social Differences
\nMany people make judgments about other people according to their social
\ndifferences, and treat them accordingly.
\nSocial differences may include differences in:
\nff social class people may be working class, middle class or upper class,
\nincome and property ownership
\nff family status, for example marital or parental status
\nff employment status people may be employed or unemployed, type of
\noccupation such as professional, managerial, trade or manual occupation
\nff social ability a persons ability to make friends and influence people
\nff social status the prestige attached to a persons position in society<\/p>\n
Working together
\nHuman differences play a very important part in determining the culture
\nof a workplace. Workplace culture and practices can change dramatically
\naccording to the diversity of people working in the workplace.
\nAspire, 2010.<\/p>\n
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Prejudice and stereotyping
\nPrejudice is an opinion or attitude that is based on a preconceived idea rather
\nthan an experience or fact. Prejudice involves believing something about a
\nsituation or someone before knowing enough about that situation or person to
\nmake appropriate judgments. Prejudice is unfair and inappropriate.
\nStereotyping is the process of unfairly or incorrectly making assumptions or
\ngeneralisations about all the people within a certain group. Saying or believing
\nthat all African-Americans are good at sport, all women want to have babies,
\nor all men are the major income earners in their families is stereotyping those
\npeople.
\nPrejudice and stereotyping is always unhelpful in a workplace and can lead to
\nmany conflicts and issues amongst work colleagues. It is always important to
\nremember that one persons behaviour or view from a group does not mean that
\neveryone belonging to that group has the same behaviour or view.<\/p>\n
Discrimination
\nDiscrimination is when a person is treated less fairly than another person because
\nof some difference.
\nAspire, 2010.<\/p>\n
If a company plans a social outing or team-building exercise that requires
\npeople to play sport, this may discriminate against people with a disability.
\nDiscrimination can occur when rules or conditions made for everyone have an
\nunfair effect on some people because of their different circumstances.<\/p>\n
Discriminative humour
\nSeemingly harmless joking based on a persons race, sex, religion, sexuality or
\nappearance, is a form of discrimination. The victim of the jokes is being treated
\nless fairly than other people. These types of jokes hinder rather than promote
\nunderstanding because they can be very demeaning to the people concerned.<\/p>\n
Positive discrimination
\nPositive discrimination is a form of affirmative action designed to directly
\nredress the disadvantage that groups of people have experienced in the past.
\nIt is based on the premise that justified discrimination is needed in some
\nsituations for disadvantaged people to have the opportunity to become equal
\nwithin society (Multicultural Australia, 2010).<\/p>\n
Responding Appropriately to Differences
\nAge
\nWorkplace structure has changed and many people now experience workplaces
\nwhere all employees are involved in decision-making and plans. Conflict
\ncan occur when people of any generation stereotype others and refuse to
\nacknowledge different values and opinions.
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Most common conflicts arise between older and younger generations in a
\nworkplace where the older worker may not respect the opinion of a younger
\ncolleague or vice versa.<\/p>\n
Belief and value Systems
\nPeople have different beliefs and value systems which are attached to many
\nareas of their life including money, family and politics. They have their own
\nunique view and experience of the world.
\nPolitics is one area where conflict can arise. Political bias happens when a
\nperson or organisation treats people differently because of the persons or
\norganisations political views. This is a form of discrimination. It is unlawful in
\nAustralia to treat someone unfairly or harass them because of their political
\nbeliefs or activities or what you assume are their political beliefs or activities.<\/p>\n
Culture
\nCultural issues always depend ultimately on the feelings of the individual. It
\nis not necessary to learn all there is to know about anothers culture before
\nyou can interact effectively with them. Acknowledging differences and acting
\non issues as they arise will show that you respect their culture and their
\nindividuality.<\/p>\n
Expertise, Experience and Working Style
\nPeople in a workplace bring varying levels of experience, education and
\nexpertise and they approach and apply their training, knowledge and skills in
\ndifferent ways.
\nSome people bring broad past experiences to a workplace, whilst others may
\nhave had limited experience or experience in one particular area. Others
\npossess a specific ability. You need to recognise your work colleagues
\nexperiences and expertise and respond and work positively with each individual
\nto achieve your work goals and objectives.<\/p>\n
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Legislative Requirements and Enterprise Guidelines
\nWorking effectively with diversity also requires workers and employers to ensure
\nthat legislative requirements are met regarding diversity. Enterprise guidelines
\nwill differ from one workplace to another, however organisations cannot ignore
\nor not follow legislation regarding diversity.
\nThese are some of the legislative requirements in Australia that govern diversity
\nin the workplace.1<\/p>\n
Racial Discrimination
\nAct 1975<\/p>\n
Sex Discrimination
\nAct 1984<\/p>\n
The Racial Discrimination Act 1975 makes it
\nunlawful to discriminate in employment on the
\ngrounds of race, colour or national or ethnic origin.<\/p>\n
The Sex Discrimination Act 1984 makes it unlawful
\nto discriminate in employment on the grounds of a
\npersons sex, marital status, pregnancy or potential
\npregnancy or to sexually harass another person.<\/p>\n
Human Rights and
\nEqual Opportunity
\nCommission Act 1984<\/p>\n
The Human Rights and Equal Opportunity
\nCommission Act 1984 provides for the rights
\nof people with physical or mental disabilities
\nand addresses complaints of discrimination in
\nemployment.<\/p>\n
Work Health and
\nSafety Act (2011)<\/p>\n
Under the Work Health and Safety Act 2011 all
\nemployers and employees must maintain a secure,
\nhealthy and safe working environment. An employer
\nmust take practical precautions to prevent
\nharassment.<\/p>\n
Disability
\nDiscrimination Act
\n1992<\/p>\n
The Disability Discrimination Act 1992 makes it
\nunlawful for an employer to discriminate against
\na person on the grounds of disability (including a
\ndisease)<\/p>\n
1 Source: Australian Public Service Commission
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Accommodate Diversity Using Appropriate Communication
\nAll communication in a workplace should recognise the diverse workforce
\nand use inclusive language. Different cultures have different values and these
\ninfluence behaviour and language. Its important to understand some of these
\ndifferences when communicating with people from other cultural or linguistic
\nbackgrounds.
\nSome of the values which influence cultures are as follows:<\/p>\n
Personal Space
\nDifferent cultures have quite different views about personal space and what is
\npublic and what is private. This may vary between public and private situations
\nand may be at odds with their crowded environments. It may also extend to
\nphysical contact. Some cultures value personal space and do not like to be
\ntouched.<\/p>\n
Displays of Emotion
\nMany cultures mask the display of emotion in many public settings; apparent
\nagreement or smiling may actually reflect dissent, anger, or hurt.<\/p>\n
Concepts of Time
\nSome cultures are much organised and highly scheduled; others care little for
\ntimetables and deadlines: things happen when they will and take as long as they
\nneed to.<\/p>\n
Greater Importance is Attached to Groups Than to
\nIndividuals
\nThis can lead to a number of effects, including a preference for consensus
\ndecision-making, a reluctance to show emotion, a preference for seemingly
\nlong-winded or drawn out speech compared to a terse, get to the point style.<\/p>\n
Emotions and Reactions
\nNodding and saying yes frequently is often merely conversational politeness,
\nnot agreement. Similarly, smiling may mask anger or hurt. Distractions and
\nbarriers can dilute the communication process and create communication
\ndifficulty. These barriers can occur in many different ways. Barriers should be
\nidentified so they can be overcome and enable effective communication to occur.
\nBarriers may be verbal and non-verbal and may be a result of differences in
\nlanguage, values, or just the realities of daily life.
\nVerbal barriers include language, vocabulary and idiom. Having a language in
\ncommon is only a starting point.<\/p>\n
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Its perfectly possible for people who share the same native language to have
\ndifficulty understanding each other.
\nYou can avoid or overcome verbal barriers by remembering the following:
\nff Speak slowly and clearly
\nff Use simple words and short sentences
\nff Avoid the use of jargon (technical terms) and colloquial expressions (like
\nchoice, good as)
\nff Ask questions or paraphrase to ensure that you understand or are being
\nunderstood; dont rely on non-verbal cues<\/p>\n
Non verbal barriers may include:
\nEye Contact
\nFor example Japanese avoid eye contact whereas Australians look for eye
\ncontact as feedback.<\/p>\n
Invading Personal Space
\nThis can be offensive and be seen as over familiar to some cultures, whereas
\nin others it is a sign of friendliness. Australians Helping a Japanese visitor
\ncan appear over familiar without realising it, by touching the visitor in a friendly
\ngesture. This would be unacceptable to a Japanese visitor and would make a
\nGerman visitor feel very uncomfortable.<\/p>\n
Lack of Familiarity with the Local Language
\nTalking at a pace that a visitor with limited skills in the specific language would
\nbe unable to keep up with, can insult the visitors without offending others.<\/p>\n
Using Jargon and Clichs
\nUse of expressions such as hes tied up at the moment or come round for tea.
\nIs this a cup of tea or an invitation to dinner<\/p>\n
Punctuality
\nGermans value punctuality and would not respond well to tardiness. Keep to the
\npoint and be specific rather than vague in your communications.<\/p>\n
Etiquette
\nRemember things like, if you were invited into a Japanese home to take off
\nyour shoes and place them pointing away from the room or door you are about
\nto enter. Or waving as we know it, means come here to the Japanese. Bowing
\nis a mark of respect in Japan rather than shaking hands return a bow with a
\nbow of the head. In Germany it is considered rude if you do not offer your hand.
\nGermans respect tidiness in the workplace, as well as personal presentation.<\/p>\n
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10<\/p>\n
Activity 1.1
\nAnswer the True or False questions:
\n1.\t The environment and the society we live in affect our language.
\nTrue<\/p>\n
False<\/p>\n
2.\t Distractions and barriers never dilute the communication process and
\ncreate communication difficulty.
\nTrue<\/p>\n
False<\/p>\n
3.\t Language reflects the culture of a society.
\nTrue<\/p>\n
False<\/p>\n
4.\t Disability discrimination occurs when people are treated fairly because
\nthey have a disability or are friends, carers or associates of a person with a
\ndisability.
\nTrue<\/p>\n
False<\/p>\n
5.\t Some cultures view conflict as a positive thing, while others view it as
\nsomething to be avoided.
\nTrue<\/p>\n
False<\/p>\n
6.\t When it comes to working together effectively on a task, cultures differ with
\nrespect to the importance placed on establishing relationships early on in
\nthe collaboration.
\nTrue<\/p>\n
False<\/p>\n
7.\t Some Australians typically consider raised voices to be a sign that a fight
\nhas begun, while some nationalities often feel that an increase in volume is
\na sign of an exciting conversation.
\nTrue<\/p>\n
False<\/p>\n
8.\t Barriers may be verbal and are never a result of daily life.
\nTrue<\/p>\n
False<\/p>\n
9.\t Under the Equal Employment Opportunities legislation it is lawful to
\ndiscriminate or harass people at work, school or in the community.
\nTrue<\/p>\n
False<\/p>\n
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11<\/p>\n
Activity 1.2
\nAnswer the following answers in the space provided.
\n1.\t What is Diversity<\/p>\n
2.\t Define stereotyping and provide an example.<\/p>\n
3.\t What are some of the differences that you will encounter in a workplace with
\ncolleagues, clients and customers<\/p>\n
4.\t Give an example of discrimination in the workplace.<\/p>\n
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12<\/p>\n
Element 2: Work Effectively with Individual Differences
\nAs discussed in Element 1 of this learning guide, people are different and in the
\nworkplace we will come across many differences. It is essential that we know or
\nare aware of how to work effectively with these differences without prejudice or
\ndiscrimination.
\nDiversity not only involves how people perceive themselves, but how
\nthey perceive others. Those perceptions affect their interactions. For a
\nwide assortment of employees to function effectively as an organisation,
\nhuman resource professionals need to deal effectively with issues such as
\ncommunication, adaptability and change. Diversity will increase significantly in
\nthe coming years. Successful organisations recognise the need for immediate
\naction and are ready and willing to spend resources on managing diversity in the
\nworkplace now.<\/p>\n
Documentation
\nIn a team environment with many individuals, the skills, knowledge and
\nexperiences of each person will vary. Therefore it is essential that these skills,
\nknowledge and experience are documented and recognised. Such information
\ncan help employers and managers to ensure that individual differences can be
\nrecognised when putting together a team for a project ( help with nursing paper writing from experts with MSN & DNP degrees), etc. The documented
\nskills, knowledge and experience will provide managers with crucial information
\nwhen determining team objectives. A diverse collection of skills and experiences
\n(e.g. languages, cultural understanding) allows a company to provide service to
\ncustomers on a global basis.<\/p>\n
Encouragement
\nIndividual differences should be encouraged in workplaces. The different
\nperspectives, skills and knowledge of employees can be a valuable resource that
\ncan be utilised to provide a better service or outcome for our customers and the
\norganisation. Individual differences generate:
\nff A different way of doing things
\nff A different perspective on handling an issue
\nA diverse workforce that feels comfortable communicating varying points of view
\nprovides a larger pool of ideas and experiences. The organisation can draw from
\nthat pool to meet business strategy needs and the needs of customers more
\neffectively. Companies that encourage workplace diversity inspire all of their
\nemployees to perform to their highest ability. Company-wide strategies can then
\nbe executed; resulting in higher productivity, profit, and return on investment.<\/p>\n
\nhttps:\/\/monkessays.com\/write-my-essay\/alphameasure.com\/diversity_in_the_workplace.html<\/p>\n
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13<\/p>\n
Value Diversity
\nOrganisations that value the diversity of their customers are the organisations
\nthat go on to be successful in the long term. Customers need to be shown that
\nan organisation values the differences that they have as our customers. Some
\nof the ways that an organisation can demonstrate that they value the diversity of
\ntheir customers and clients by:
\nff Ensuring staff relations with customers and clients demonstrate the value of
\ndiversity
\nff Anti-Discrimination policies to ensure staff do not discriminate against
\ncustomers and clients
\nff Provide training to staff on how to work effectively with diversity
\nff Diversity training alone is not sufficient for an organisations diversity
\nmanagement plan. A strategy must be created and implemented to create
\na culture of diversity that permeates every department and function of the
\norganisation.
\nhttps:\/\/monkessays.com\/write-my-essay\/alphameasure.com\/diversity_in_the_workplace.html<\/p>\n
https:\/\/www.google.com.au\/searchq=diversity&biw=1536&bih=726&source=lnms&tbm=isch&sa=X<\/p>\n
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14<\/p>\n
Activity 1.3
\nAnswer the following questions in the space provided.
\n1.\t Describe some advantages of having a diverse workforce.<\/p>\n
2.\t List and describe three pieces of legislation that govern workplace diversity.<\/p>\n
3.\t Why is it important to encourage individuals to utilise their skills, knowledge
\nand experiences when working in a team<\/p>\n
4.\t What are the consequences for an organisation if customers and clients
\ndont feel that the organisation is demonstrating the value of diversity in their
\ndealings with them<\/p>\n
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15<\/p>\n
2. PROMOTE INNOVATION IN A TEAM
\nENVIRONMENT
\nA team is made up of a group of people working together to achieve a common
\ngoal. An effective team has certain characteristics that allow the team members
\nto function more efficiently and productively. An effective team develops ways to
\nshare leadership roles and ways to share accountability for their work products,
\nshifting the emphasis from the individual to several individuals within the team.
\nA team also develops a specific team purpose and concrete work products that
\nthe members produce together.<\/p>\n
What is Innovation
\nInnovation is a Process by which an idea or invention is translated into
\na goods or service for which people will pay. To be called an innovation; an
\nidea must be replicable at an economical cost and must satisfy a specific
\nneed
\n(IBSA, 2010).<\/p>\n
Innovation is a term that is often used interchangeable with things like invention,
\ncontinuous improvement, creativity or just thinking differently.
\nInnovations can take place in strategy, services, processes and culture and can
\nbe divided into two broad categories:
\nff Incremental improvements those that relate to improving todays business.
\nff Strategic concept innovations those that will create tomorrows business.<\/p>\n
https:\/\/www.google.com.au\/searchq=innovation&biw=1536&bih=72entrepreneu<\/p>\n
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16<\/p>\n
Types of Innovation
\nEVOLUTIONARY VS. REVOLUTIONARY INNOVATIONS
\nInnovations can be incremental, life-altering, or somewhere in between. Some
\ninnovations have resulted in huge changes to the way we live and think, for
\nexample consider the introduction of the following:
\nff the automobile
\nff the internet
\nff modern psychology
\nff the computer
\nff communism
\nff nuclear energy
\nThese innovations could be regarded as revolutionary.
\nEvolutionary innovations are less life altering, yet still involve progress that
\nmake a difference in some way. They often involve altering a product or
\nprocess. These could include such things as:
\nff the paperclip
\nff optical mouse
\nff frozen pizza
\nThe different types of workplace innovation include:
\nff product
\nff process
\nff organisational
\nff marketing
\nff strategic
\nff technology<\/p>\n
PRODUCT INNOVATION
\nA product innovation is the introduction of a goods or service that is new or
\nsignificantly improved with respect to its characteristics or intended uses.
\nThis includes significant improvements in technical specifications,
\ncomponents and materials, incorporated software, user friendliness or other
\nfunctional characteristics.<\/p>\n
PROCESS INNOVATION
\nA process innovation is the implementation of a new or significantly improved
\nproduction or delivery method. This includes significant changes in techniques,
\nequipment and\/or software.
\nhttp:\/\/epp.eurostat.ec.europa.eu\/statistics_explained\/index.php\/Glossary:Process_innovation<\/p>\n
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17<\/p>\n
ORGANISATIONAL INNOVATION
\nAn organisational innovation is the implementation of a new organisational
\nmethod in the firms business practices, workplace organisation or external
\nrelations.<\/p>\n
MARKETING INNOVATION
\nA marketing innovation is the implementation of a new marketing method
\ninvolving significant changes in product design or packaging, product
\nplacement, product promotion or pricing.<\/p>\n
PROMOTING INNOVATION
\nTo get ideas generated and change encouraged, successful organisations
\nneed to look at the following factors:
\nDeveloping an acceptance of change Employees must believe that change
\nwill benefit them and the organisation. This will only happen if employees
\nand managers are all involved in the making of decisions for change. Being
\npart of the process means the employee is able to see the advantages and
\ndisadvantages of any change and measure its consequences individually and
\ncollectively. This leads to an informed decision and better buy in by staff.
\nEncouraging new ideas Managers in the organisation, from the top level
\ndown, must make it clear that ideas are welcome and that they will listen to
\nsuggestions. Any feeling of lack of interest will stop the flow of ideas.
\nPermitting interaction Interaction between different work groups and
\nlevels within the organisation will allow for the exchange of information, the
\nfree flow of ideas and new perspective on old problems.
\nTolerating failure Many new ideas may not work, but if we dont try where
\ndo we find the ones that do Without trial and error we can only wait for the
\nopposition to prove a new idea first and start from behind.
\nProviding clear goals and objectives All employees must be informed of
\nthe goals and objectives of the organisation, so that everyone is heading in
\nthe same direction.
\nOffering recognition People (and the right people) must be recognised for
\nthe new ideas and a job well done. Again someone who takes credit for a new
\nidea or a job well done that is not their own or is part of a team development
\nwill stop the flow of ideas and good work.<\/p>\n
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18<\/p>\n
Element 1: Create Opportunities to Maximise Innovation
\nWithin the Team
\nTeamwork is the process of working collaboratively with a group of
\npeople, in order to achieve a goal. Teamwork is often a crucial part of a
\nbusiness, as it is often necessary for colleagues to work well together, trying
\ntheir best in any circumstance. Teamwork means that people will try to
\ncooperate, using their individual skills and providing constructive feedback,
\ndespite any personal conflict between individuals.
\nwww.businessdictionary.com<\/p>\n
Team Objectives
\nThe objectives and goals of a team is an essential consideration when deciding
\nwhich team members to put into a team. The skills, knowledge and expertise of
\nindividuals should match or be available to contribute to the objectives and goals
\nof the team.
\nAn Assessment of team needs and objectives can help management decide the
\nbest people and resources needed. Here is an example of some Assessment tools
\nto evaluate the needs and objectives of a team:
\nCommon Organisational
\nGoals<\/p>\n
Idea<\/p>\n
Assessment Tool<\/p>\n
Reduce stationery
\npurchases<\/p>\n
Analysing financial
\nrecords and stores
\nrequests<\/p>\n
Develop a new service or
\nproduct<\/p>\n
Develop a green
\norganisational brand<\/p>\n
Customer feedback
\nmay indicate whether
\nthis is important for
\nmaintaining loyalty<\/p>\n
Keep staff motivated,
\nlower staff turnover<\/p>\n
Improve work
\nconditions<\/p>\n
Team brainstorming
\nsession<\/p>\n
Give back to the
\ncommunity<\/p>\n
Adopt a charity<\/p>\n
Survey local charities<\/p>\n
Improve budgetary
\nperformance<\/p>\n
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19<\/p>\n
Other team objectives may also relate to the following:
\nff addressing particular customer feedback
\nff conceiving and implementing a particular project ( help with nursing paper writing from experts with MSN & DNP degrees)
\nff developing new services or products
\nff generating ongoing ideas within the work unit
\nff improving budgetary performance
\nff improving or changing work conditions
\nff new ideas that impact beyond the workplace (e.g. that have a broader social
\nor community impact)<\/p>\n
Develop an Innovative Team
\nA group of people doing the same or similar work does not make a team. A
\ngroup of people who are working to achieve the same goal does not make
\na team. It is possible for people in a group to do their work without really
\ninteracting with the others. What makes a group of people work as a team starts
\nwith the recognition that through working together, they can obtain a higher
\nlevel of success than that which can be obtained by simply adding individual
\nefforts.
\nIt is essential that managers check the knowledge and skill level of each
\nindividual before placing them in a team. Individuals that do not have the skill,
\nknowledge or passion for a particular objective or task will end up doing more
\nharm than good within the team. A team is only as strong as its weakest team
\nmember.
\nHere are some guidelines to follow when selecting a team:
\nff It is useful to think about the composition of a team and how you can use the
\nskills and knowledge of each member to benefit both the organisation and
\ntheir own learning
\nff Diversity in team composition expands the teams knowledge, skill
\nand attitude base and strengthens its ability to build relationships and
\naccomplish tasks.
\nff Since a team can only be as good as its individual members, identifying
\npeople with the required team skills is important.
\nff All team members must be analytical enough to understand situations and
\nevaluate ideas, and be capable of working with other people.
\nThe information considered about current or potential team members may
\nrelate to:
\nff interests
\nff lifestyle preferences
\nff past jobs
\nff technical strengths
\nff work preferences
\nff working styles<\/p>\n
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20<\/p>\n
Stages of Team Growth
\nTraditionally, a team goes through five stages of development. Each stage of
\nteam development presents its own special challenges to a group of people
\nstriving to work together successfully by forming a cohesive team. The team and
\nthe organisation can take specific actions at each stage of team development to
\nsupport the teams success in accomplishing the team mission.
\nff Forming a group of people come together to accomplish a shared purpose.
\nff Storming Disagreement about mission, vision, and approaches combined
\nwith the fact that team members are getting to know each other can cause
\nstrained relationships and conflict.
\nff Norming The team has consciously or unconsciously formed working
\nrelationships that are enabling progress on the teams objectives.
\nff Performing Relationships, team processes, and the teams effectiveness
\nin working on its objectives are synching to bring about a successfully
\nfunctioning team.
\nff Transforming The team is performing so well that members believe it is
\nthe most successful team they have experienced; or
\nff Ending The team has completed its mission or purpose and it is time for
\nteam members to pursue other goals or project ( help with nursing paper writing from experts with MSN & DNP degrees)s.<\/p>\n
www.humanresources.about.com<\/p>\n
Not every team moves through these stages in order and various activities such
\nas adding a new team member can send the team back to earlier stages. The
\nlength of time necessary for progressing through these stages depends on the
\nexperience of the members, the support the team receives and the knowledge
\nand skill of the team members.2<\/p>\n
Providing Suggestions and Feedback
\nOnce a team is established it is important that they are provided with the
\ninformation required to ensure the successful completion of the task or meeting
\nan objective. Suggestion on what needs to be done and how can also provide the
\nteam with some focus and ideas on how to proceed.
\nFeedback provides valuable information that the team can utilise to ensure the
\ntask or objective is met with more efficiency and accuracy in the future. It also
\nallows the team to reflect on how they could have performed better.
\nFeedback is also vital to promoting feedback and improving work practices in
\nthe following ways:
\nff Individual feedback is the extent that an individual receives specific
\ninformation (praise, blame or any other comment). Clear and direct
\nAssessment or results of the work itself can indicate where work is on track
\nor off track and requires improvement.<\/p>\n
2 Source: About.ComWORKBOOK | 2015 YOUNG RABBIT PTY LTD, AUSTRALIAN PACIFIC COLLEGE<\/p>\n
BSB30112 & BSB30115 CERTIFICATE III IN BUSINESS | ADVANCED TEAM WORK_5.0<\/p>\n
21<\/p>\n
Similarly, feedback from an individual to a supervisor regarding the way a task
\nis performed and how it may be improved can result in innovative changes that
\ncould considerably improve production, quantity or quality.
\nThis process of feedback is often in the form of performance appraisal but also
\ncan happen in informal conversations daily. Feedback needs to be positive and
\nused constructively. Given negatively, feedback can be seen as threatening and
\nseen as the basis of poor employee relations thus counterproductive.
\nConstructive feedback should be based on good communication skills, trust
\nbetween parties, specific (with good clear and recent examples), factual, no
\nmore than the receiver can handle and most importantly something the receiver
\ncan do something about.
\nff Group feedback is often more effective than providing it to just one person.
\nMany innovative ideas will be produced from a group or team who have a
\nrange of skills, pooling these and linking the knowledge to come up with
\nbetter solutions.
\nff Feedback is important to getting results within a team. Why Because
\nwithout a sound understanding, a team of say 6 individuals may very well get
\nthe same message but interpret if 6 different ways which may immediately
\ntake a team in 6 different directions.
\nff The team members need to communicate and that communication needs to
\nbe effective, accurate and understood. Feedback is, of course, essential to
\nensure that communication is understood and acted upon.<\/p>\n
Acknowledge Team Members
\nIt is important to acknowledge team members, however being acknowledged
\ndoes not necessarily mean that all ideas are implemented, however, the
\nperson who has provided the input needs to feel their idea has been given due
\nconsideration. People can be acknowledged by others in the team by:
\nff thanking the person for their contribution
\nff reflecting on what they have said
\nff paraphrasing or summarising to show they have been listening
\nff asking questions that develop a deeper understanding about what the person
\nwas wanting to convey.
\nff providing feedback as to how their input has been used.<\/p>\n
What is a Role
\nA role can be defined as a set of interaction behaviours performed by individuals.
\nThese behaviours tend to be expected by other group members and such
\nexpectations lead group members to reinforce role behaviours especially if the
\nbehaviours are perceived to be helpful to the group. As groups grow in both size
\nand complexity individuals tend to specialise in some aspect of the interaction
\nprocess.<\/p>\n
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22<\/p>\n
Role Related Problems for Small Groups
\nff Role Collision is the conflict that can occur when two different individuals
\nwithin a group hold roles that overlap.
\nff Role Incompatibility occurs when an individual is forced to meet expectations
\nfor different roles that are incompatible.
\nff Role Confusion occurs when there are inconsistent expectations concerning
\nthe behaviour appropriate to any role.
\nff Perceived\/Enacted Role Conflict. The perceived role is the set of behaviours
\nan occupant of a position believes he should carry out.
\nff Enacted role is the set of behaviour activity carried out.<\/p>\n
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23<\/p>\n
Maintenance Roles
\nRole<\/p>\n
Typical Behaviour<\/p>\n
Examples<\/p>\n
Supporter
\nEncourager<\/p>\n
Praises, agrees with and
\naccepts the contribution
\nof others. Offers warmth,
\nsolidarity and recognition.<\/p>\n
I really like that idea
\nJohn. Janes suggestion
\nis excellent. Could we
\ndiscuss it further<\/p>\n
Harmoniser<\/p>\n
Reconciles disagreements,
\nmediates differences,
\nreduces tensions by giving
\ngroup members a chance to
\nexplore their differences.<\/p>\n
I dont think you two are
\nas far apart as you think.
\nHenry, are you saying
\n. . . Is that what you
\nmean<\/p>\n
Jokes or in some other way
\nreduces the formality of the
\nTension Reliever situation, relaxes the group
\nmembers.<\/p>\n
That reminds me of the
\none about . . .<\/p>\n
Compromiser<\/p>\n
Offers to compromise when
\nown ideas are involved in a
\nconflict. Uses self discipline
\nto admit errors so as to
\nmaintain group cohesion.<\/p>\n
Looks like the solution is
\nhalfway between you and
\nme, Fred. Can we look at
\nthe middle ground<\/p>\n
Gatekeeper<\/p>\n
Keeps communication
\nchannels open. Encourages
\nand facilitates interaction
\nfrom those members who
\nare usually silent.<\/p>\n
Susan hasnt said
\nanything about this yet.
\nI know youve been
\nstudying this problem,
\nwhat do you think<\/p>\n
Feeling
\nExpresser<\/p>\n
Makes explicit the feelings,
\nmoods and relationships
\nin the group. Shares own
\nfeelings with others.<\/p>\n
Dont we all need a break
\nright now<\/p>\n
Expresses standards for the
\ngroup to achieve. May apply
\nstandards in evaluating the
\ngroup process.<\/p>\n
In my view this decision
\ndoes not do us justice.
\nWhat criteria are we
\nusing to come to this
\ndecision<\/p>\n
Goes along with the
\nmovement of the group
\npassively, accepting the ideas
\nof others and sometimes
\nserving as an audience.<\/p>\n
I agree. Yes, I see what
\nyou mean. If thats what
\nthe group wants to do Ill
\ngo along.<\/p>\n
Standard Setter<\/p>\n
Follower<\/p>\n
Im frustrated and
\nconfused.<\/p>\n
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24<\/p>\n
Dysfunctional Roles
\nRole<\/p>\n
Typical Behaviour<\/p>\n
Blocker<\/p>\n
Interferes with progress by
\nrejecting ideas or taking the
\nnegative stand on any and all
\nissues. Refuses to cooperate.<\/p>\n
Aggressor<\/p>\n
Struggles for status by
\ndeflating the status of others.
\nBoast and criticises.<\/p>\n
Deserter<\/p>\n
Withdraws in some way.
\nRemains indifferent,
\naloof. Sometimes formal.
\nDaydreams. Wanders from
\nthe subject Engages in
\nirrelevant side conversations.<\/p>\n
Examples
\nThat idea is ridiculous. Itll
\nnever work.
\nWhy are we doing this
\nstupid exercise\/
\nThis is a waste of time!
\nWell done guys. Youve
\nmade a mess of it again. Let
\nme tell you how it should be
\ndone
\nI really dont care which
\nway you want to deal with
\nthe issue.
\nHave you seen this<\/p>\n
Dominator<\/p>\n
Interrupts and embarks
\non long monologues,
\nauthoritative, tries to
\nmonopolise the groups time.<\/p>\n
Recognition
\nSeeker<\/p>\n
Attempts to gain attention
\nin an exaggerated manner.
\nUsually boasts about
\npast accomplishments.
\nRelates Irrelevant personal
\nexperiences, usually in an
\nattempt to gain sympathy.<\/p>\n
Confessor<\/p>\n
Engages in irrelevant
\npersonal catharsis. Uses
\nthe group to work out own
\nmistakes and feelings.<\/p>\n
I know its not on the topic (sample nursing essay examples by the best nursing assignment writing service)
\nbut Im having real trouble
\nwith this at the moment.<\/p>\n
Playboy<\/p>\n
Displays a lack of involvement
\nin the group through
\ninappropriate humour, horse
\nplay or cynicism.<\/p>\n
Hey, what about the cow
\nwho swallowed a bottle of
\nink and mooed indigo. To
\nthe only female in the group.
\nHi baby lets make music.<\/p>\n
Special
\ninterest
\npleader<\/p>\n
Acts as the representative of
\nanother group or for his or
\nher own interests.<\/p>\n
My friend owns a company
\nthat does this. We could get
\nit from him a bit cheaper.<\/p>\n
No thats not right. This is
\nthe way we should do it.<\/p>\n
Yesterday I was able to . .
\nIf you ask me . . . In my
\nlast job I used to do it this
\nway and get great results.<\/p>\n
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\nBSB30112 & BSB30115 CERTIFICATE III IN BUSINESS | ADVANCED TEAM WORK_5.0<\/p>\n
25<\/p>\n
Task Roles
\nRole<\/p>\n
Typical Behaviour<\/p>\n
Examples<\/p>\n
Initiator
\nContributor<\/p>\n
Contributes ideas and
\nsuggestions. Proposes
\nsolutions and decisions.
\nProposes new ideas or states
\nold ones in a novel way.<\/p>\n
How about looking at
\nthe problem from this
\nangle Suppose we . . . .<\/p>\n
Information
\nSeeker<\/p>\n
Asks for clarification of
\ncomments in terms of their
\nfactual adequacy. Asks for
\ninformation or facts relevant
\nto the problem. Suggests
\ninformation is needed before
\nmaking decisions.<\/p>\n
Information
\nGiver<\/p>\n
Offers facts or
\ngeneralisations that
\nmay relate to personal
\nexperiences and that are
\npertinent to the group task.<\/p>\n
What does that mean for
\nus
\nDo we have any
\ninformation to support
\nthis idea\/action
\nI checked with Dr. Jones,
\na specialist in this area.
\nHe said . . . . .
\nA recent article in the
\npress suggests . <\/p>\n
Opinion
\nSeeker<\/p>\n
Asks for clarification of
\nopinions stated by other
\nmembers of the group and
\nasks how people in the group
\nfeel.<\/p>\n
Does anyone else have
\nan idea on this. Can
\nsomeone explain this to
\nme<\/p>\n
Opinion
\nGiver<\/p>\n
States beliefs or opinions
\nhaving to do with suggestions
\nmade. Indicates what the
\ngroups attitude should be.<\/p>\n
I think we ought to go
\nwith the second plan. It
\nfits the conditions we face
\nin the UK market.<\/p>\n
Elaborator
\nClarifier<\/p>\n
Elaborates ideas and
\nother contributions. Offers
\nrationales for suggestions.
\nTries to deduce how an idea
\nor suggestion would work if
\nadopted by the group.<\/p>\n
Do you mean he said he
\ncould do it for that price
\nI thought he was going to
\ncharge more.<\/p>\n
Coordinator<\/p>\n
Clarifies the relationship
\namong information, opinions
\nand ideas or suggests an
\nintegration of the information,
\nopinions and ideas of
\nSubgroups.<\/p>\n
That view is in line with
\nthe information Jane
\nfound last week. Why
\ndont we build on that
\nidea and see if . .<\/p>\n
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\nBSB30112 & BSB30115 CERTIFICATE III IN BUSINESS | ADVANCED TEAM WORK_5.0<\/p>\n
26<\/p>\n
Role<\/p>\n
Typical Behaviour<\/p>\n
Diagnostician<\/p>\n
Indicates what the problems
\nare.<\/p>\n
Orienter
\nSummariser<\/p>\n
Summarises what has taken
\nplace. Points Out departures
\nfrom agreed upon goals.
\nTries to bring the group back
\nto the central issue. Raises
\nquestions about where the
\ngroup is heading.<\/p>\n
Energizer<\/p>\n
Prods the group into action.<\/p>\n
Procedure
\nDeveloper<\/p>\n
Handles routine tasks such
\nas seating arrangements,
\nobtaining equipment and
\nhanding out materials.<\/p>\n
Secretary<\/p>\n
Keeps notes on groups
\nprogress.<\/p>\n
Evaluator Critic<\/p>\n
Critically analyses the
\ngroups accomplishments
\nAccording to a set of
\nstandards. Checks to see that
\nconsensus has been reached.<\/p>\n
Examples
\nI think we are missing
\nthe main point. The
\nproblem is we cannot do it
\nthat way ..
\nLets take stock of where
\nwe are. Helen and John
\ntake the view that we
\nshould act now.
\nBill says wait. Jane isnt
\nsure. Perhaps it would be
\na good idea if we came
\nback to it after we have .
\n..
\nCome on guys. We have
\nwasted a great deal of
\ntime on this issue. We
\nhave a deadline to meet.
\nIll get the forms printed
\nand distributed.
\nIll make sure we have
\nthe right equipment in
\nplace on the night.
\nIll take the minutes of
\nthe meeting.
\nWe said we only had four
\nhundred dollars left and
\nthis is going to cost over
\nsix hundred.
\nAre we all agreed that
\nwe have to look at the
\ncostings again<\/p>\n
WORKBOOK | 2015 YOUNG RABBIT PTY LTD, AUSTRALIAN PACIFIC COLLEGE
\nBSB30112 & BSB30115 CERTIFICATE III IN BUSINESS | ADVANCED TEAM WORK_5.0<\/p>\n
27<\/p>\n
Activity 2.1
\nRead the two case studies. Write down your response to the tasks on the
\nfollowing page.<\/p>\n
Case Study 1: Able Property Management
\nThe administration team at Able Property Management has been working
\non a project ( help with nursing paper writing from experts with MSN & DNP degrees) to standardise all its documentation. A team member came
\nup with the idea in one of their monthly round table sessions. She argued
\nthat it would make the team and the company look more professional and
\nsave time through having templates on file that they could just fill in with
\nrelevant details. The group agreed that this was a great idea.
\nWith management approval, all five team members met for two hours
\nevery Friday morning for one month to develop their strategy, review
\nprogress, troubleshoot problems and hurdles and allocate tasks for the next
\nstage. At the beginning of the project ( help with nursing paper writing from experts with MSN & DNP degrees), they asked a colleague to facilitate
\na team-building session to help them identify everyones strengths and
\nweaknesses, likes and dislikes and they accounted for these when allocating
\nresponsibilities.
\nThey have nearly finished the project ( help with nursing paper writing from experts with MSN & DNP degrees) and are planning to present it at a
\nstaff meeting in two weeks time. They have continued their round table
\nsessions while undertaking this work and are in the planning stage of their
\nnext project ( help with nursing paper writing from experts with MSN & DNP degrees), developing a Frequently Asked Questions page for the company
\nwebsite.<\/p>\n
Case Study 2: Smith, Jones and Black Accountants
\nThe members of the administration team at Smith, Jones and Black
\nAccountants always seem to feel there are not enough hours in the day. They
\nare so busy just trying to keep up with their work that there is no time for
\nany kind of meeting.
\nBecause they have an open-plan office and discussions can be distracting to
\nothers, conversations are not encouraged. Because the workers all work on
\ndifferent accounts, the owners of the company dont really see a reason for
\ncalling meetings.
\nThey are generally happy with the teams work and although turnover is
\nquite high (three administration members have left in the last two months)
\nit is usually quite easy to find replacements.<\/p>\n
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\nBSB30112 & BSB30115 CERTIFICATE III IN BUSINESS | ADVANCED TEAM WORK_5.0<\/p>\n
28<\/p>\n
Now complete the following questions.
\n1.\t Compare and contrast the teams in case study 1 and case study 2 in relation
\nto how each team is supporting innovation. Describe in your own words the
\nteam dynamic in each case, and which skills for successful teamwork they
\nare demonstrating.<\/p>\n
2.\t What is their relative capacity for innovation and their likelihood of success
\nas an innovative team<\/p>\n
3.\t What are the implications of this for the future viability of each team and
\neach team members success<\/p>\n
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\nBSB30112 & BSB30115 CERTIFICATE III IN BUSINESS | ADVANCED TEAM WORK_5.0<\/p>\n
29<\/p>\n
Element 2: Organise and Agree Effective Ways of Working
\nFor a team to be successful, it is important to establish and agree on how the
\nteam will operate and ways of working. Establishing ground rules can ensure
\nthat everyone is aware of the way the team needs to work. The ground rules
\nshould include some of the following:
\nff boundaries or lack of boundaries for team activities and ideas
\nff confidentiality
\nff copyright, moral rights or intellectual property
\nff regularity of communication
\nff key roles and responsibilities
\nff time lines
\nff ways of communicating<\/p>\n
Characteristics of an Effective Team
\nff
\nff
\nff
\nff
\nff
\nff
\nff
\nff
\nff<\/p>\n
Team is clear about goals and establishes targets
\nTeam member roles are defined
\nTeam leader has good people skills and is committed to team approach
\nEach team member is willing to contribute
\nTeam develops a relaxed climate for communication
\nTeam members develop a mutual and equal trust
\nTeam and individuals are prepared to take risks
\nHigh level of interdependence among team members
\nTeam members know how to examine team and individual errors without
\npersonal attacks
\nff Team has capacity to create new ideas and implement
\nff Each team member knows he can influence the team agenda<\/p>\n
Task and Activities
\nTasks and activities should be allocated to ensure the best use of each team
\nmembers skills and abilities. Utilising these skills and abilities in the most
\nefficient manner leads to productivity and cooperation.<\/p>\n
Planning
\nPeople in general need time to think and absorb what is going on around them.
\nTeam activities, tasks and objectives need to be scheduled allowing time for
\nteams to discuss, collaborate and analyse. If teams are not given sufficient time
\nfor planning and discussion, the outcome of the teamwork may not be what the
\norganisation was hoping for.
\nNegative results contradicts the freedom to affect the team taking risks.<\/p>\n
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30<\/p>\n
Team Building
\nEveryone needs motivation from time to time in their working lives and all teams
\nneed encouragement to succeed.
\nEncouragement and rewards can motivate a team to perform at higher levels
\nthan they would otherwise without any encouragement. Team building activities
\nencourage team members to participate with one another and it builds trust
\nwithin the team.
\nTeam based innovation may be encouraged through:
\nff accessing training and learning opportunities
\nff enough but not too much guidance and structure
\nff equitable sharing of workload
\nff follow-through with ideas
\nff supportive communication<\/p>\n
https:\/\/www.google.com.au\/searchq=team+building&biw=1536&bih=726&source=lnms&tbm=isc<\/p>\n
WORKBOOK | 2015 YOUNG RABBIT PTY LTD, AUSTRALIAN PACIFIC COLLEGE
\nBSB30112 & BSB30115 CERTIFICATE III IN BUSINESS | ADVANCED TEAM WORK_5.0<\/p>\n
31<\/p>\n
Activity 2.2
\nRead the two case studies on page 27, (CASE STUDY 1: ABLE PROPERTY
\nMANAGEMENT, CASE STUDY 2: SMITH, JONES AND BLACK ACCOUNTANTS).<\/p>\n
Write down your response to the tasks on the space provided.
\n1.\t What are some characteristics of an efficient team<\/p>\n
2.\t Why is it important to establish ground rules for teamwork<\/p>\n
3.\t Give an example of how you can allocate a task suited to a team members
\nability.<\/p>\n
4.\t What can be regarded as a team building activity<\/p>\n
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\nBSB30112 & BSB30115 CERTIFICATE III IN BUSINESS | ADVANCED TEAM WORK_5.0<\/p>\n
32<\/p>\n
Element 3: Support and Guide Colleagues
\nIt is possible to harness peoples capacity to think and act innovatively by
\nproviding them with opportunities to learn and practise the behaviours that
\ncharacterise and support innovation. Guidance and coaching may include:
\nff Leading by example
\nff Providing encouragement
\nff Providing feedback
\nff Teaching and promoting problem-solving skills
\nff Teaching innovative and creative thinking methods
\nThis may mean something as simple as sending someone to a course that
\ndevelops their problem-solving skills and encourages the capacity for lateral
\nthinking both skills that innovators tend to have. Or it may be possible to attach
\na person with good ideas to a team that can support them in putting those ideas
\ninto practical and applicable formats.
\nSome of the most valuable learning that encourages an innovative approach
\ntakes place in environments where risk-taking behaviour is encouraged. Simple
\nthings like:
\nff acknowledgement of the source of an idea,
\nff providing feedback on how a new idea or practice is working and
\nff celebrating the benefits that come from implementing a new idea
\nare all part of building an innovation-friendly culture and providing guidance
\nand support.<\/p>\n
External Stimuli
\nExternal stimuli such as seminars, team activities and conferences can support
\nand help the innovative and creative ideas to flow. Most people think and
\nperform better after having a mental and physical break from everyday tasks.
\nSome of the following can also be considered sources of external stimuli and
\nideas:
\nff Australia or overseas
\nff colleagues outside of the team
\nff family and friends
\nff internet
\nff journals
\nff networks or technical experts
\nff other organisations<\/p>\n
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33<\/p>\n
Sharing Knowledge and Information
\nLearning from the past is a vital tool for teamwork. Encouraging team members
\nto share their experiences and knowledge can provide information on a better
\nway of accomplishing something or providing a different perspective on an old
\nidea.<\/p>\n
Challenge and Test Ideas
\nA team functions better when they are made to think. Challenging their ideas in
\na positive manner can improve their performance or provide enough motivation
\nfor the team to strive better. A team that believes that they know everything
\nwill become complacent over time and will lose motivation to give it their best.
\nPeriodically challenging them and testing their ideas will give the team the
\ncompetitive drive that is required for humans in general to try harder.<\/p>\n
Discuss and Explore Ideas
\nNew injection of ideas is always positive for an organisation. Continually
\ndiscussing and exploring ideas with teams gives the team the motivation and
\nencouragement to be innovative and promotes innovative thinking. For new and
\ncreative ideas to occur an environment of creativity must be provided.<\/p>\n
WORKBOOK | 2015 YOUNG RABBIT PTY LTD, AUSTRALIAN PACIFIC COLLEGE
\nBSB30112 & BSB30115 CERTIFICATE III IN BUSINESS | ADVANCED TEAM WORK_5.0<\/p>\n
34<\/p>\n
Activity 2.3
\nComplete the following multiple choice questions:
\n1.\t Which of the following is not a good reason for change
\na.\t
\nb.\t
\nc.\t
\nd.\t<\/p>\n
The competitor is producing goods of as good a quality or cheaper.
\nNew technology that will improve output is now available.
\nThe manager feels the team is becoming complacent
\nCustomer sales of an item are starting to decrease.<\/p>\n
2.\t Which of the following is not a good way of promoting innovation
\na.\t
\nb.\t
\nc.\t
\nd.\t<\/p>\n
Welcoming new ideas.
\nRecognising good performance and the contribution of ideas.
\nPermitting interaction between work groups.
\nLimiting access to managers so they can concentrate on the work at
\nhand.<\/p>\n
3.\t Which of the following is an idea from outside the normal work
\nenvironment
\na.\t
\nb.\t
\nc.\t
\nd.\t<\/p>\n
A supplier suggests a better product for packaging goods.
\nA team member suggests a change of procedure.
\nThe accountant suggests a saving by changing suppliers.
\nThe engineer comes up with a way to improve a process.<\/p>\n
4.\t Which is not necessary Changes need to be:
\na.\t
\nb.\t
\nc.\t
\nd.\t<\/p>\n
Relevant
\nRisk Free
\nCost Effective
\nRealistic<\/p>\n
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\nBSB30112 & BSB30115 CERTIFICATE III IN BUSINESS | ADVANCED TEAM WORK_5.0<\/p>\n
35<\/p>\n
Element 4: Reflect on How the Team is Working
\nDespite the promise of teams and the exceptional performance reported
\nby some organisations, many work teams do not prove to be as effective
\nas companies expect. Teams often get off to a promising start with lots of
\nfanfare and hopes, but a variety of factors intercede. Research shows that
\ncompanies in the early stages of team development and quality programs
\nhave had more support from managers and employees than companies
\nsome 18 months or two years further along.
\nhttps:\/\/monkessays.com\/write-my-essay\/highbeam.com\/doc\/1P3-51699111.html<\/p>\n
Reflection
\nTeams should be de-briefed at the end of a project ( help with nursing paper writing from experts with MSN & DNP degrees) or completion of a task and
\ngiven the opportunity to reflect on the teamwork process. This process allows
\nteams to reflect on how tasks could have been performed better and what
\nopportunities they had for improvement. Such information can help teams to
\nplan and work better on the next project ( help with nursing paper writing from experts with MSN & DNP degrees) or task.<\/p>\n
Gather Feedback
\nTo assess the effectiveness of a team, feedback should be considered from both
\ninternal and external sources. The team itself can provide a lot of information;
\nhowever feedback from outside sources can provide unbiased feedback on the
\neffectiveness of the team. Information sources such as customers and clients
\ncan provide valuable insights for the team to discuss and consider.<\/p>\n
Challenges of Being Innovative
\nThe challenges and issues faced by teams during the innovation process
\nneeds to be discussed and addressed in a constructive manner. Some of the
\nchallenges and issues faced by innovative teams may be:
\nff Budgetary and or organisational constraints
\nff Lack of support from management and other staff
\nff Team members did not equally contribute
\nff Lack of resources
\nff Time pressures<\/p>\n
Ideas for Improvement
\nIdeas and feedback gathered during all of the feedback sessions should be
\nincorporated into future project ( help with nursing paper writing from experts with MSN & DNP degrees)s for improvement. There is no point in collecting
\nfeedback for improvement purposes and not utilising them.<\/p>\n
Promote and Celebrate Success
\nThe successful outcomes of effective teamwork should be promoted and
\ncelebrated. By celebrating and promoting teamwork, teams will be motivated to
\nachieve their goals. It would be also hoped that such success would encourage
\nteams to become more innovative.<\/p>\n
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\nBSB30112 & BSB30115 CERTIFICATE III IN BUSINESS | ADVANCED TEAM WORK_5.0<\/p>\n
36<\/p>\n
Activity 2.4
\nAnswer True or False to the following questions;
\n1.\t Creativity and innovation are the same thing.
\nTrue<\/p>\n
False<\/p>\n
2.\t Creativity occurs when an organisation encourages exploration.
\nTrue<\/p>\n
False<\/p>\n
3.\t What competitors do is often a motivation for innovation and change.
\nTrue<\/p>\n
False<\/p>\n
4.\t Only those directly affected by a problem or need should participate in the
\ncreation of ideas.
\nTrue<\/p>\n
False<\/p>\n
5.\t Creating ideas and being part of the change process is part of the job and
\ndoesnt require any further recognition.
\nTrue<\/p>\n
False<\/p>\n
6.\t Outside information can provide a source of alternative approaches or
\ntechnologies that may be advantageous to an organisation.
\nTrue<\/p>\n
False<\/p>\n
7.\t Feedback is not important to getting results within a team.
\nTrue<\/p>\n
False<\/p>\n
8.\t Innovative ideas mean change.
\nTrue<\/p>\n
False<\/p>\n
9.\t Innovation and change must be realistic and relevant to the organisation.
\nTrue<\/p>\n
False<\/p>\n
WORKBOOK | 2015 YOUNG RABBIT PTY LTD, AUSTRALIAN PACIFIC COLLEGE
\nBSB30112 & BSB30115 CERTIFICATE III IN BUSINESS | ADVANCED TEAM WORK_5.0<\/p>\n
37<\/p>\n
APPENDIX 1 GLOSSARY
\nActive listening Focus of attention
\non what is being said rather than
\nforming an opinion. When the speaker
\nis finished you should be able to
\nsummarise what has been said.
\nAttitudes Attitudes are relatively
\nlasting organisations of beliefs which
\nmake you tend to respond to things in
\nparticular ways.
\nBehaviour What people actually do as
\nopposed to what they say they do.
\nBeliefs Beliefs represent what you
\nagree with and what you usually think
\nis true. Some things you believe to be
\nabsolutely true, some you believe to be
\nprobably true, some you are not sure
\nabout, and some you think are false,
\nprobably or absolutely.
\nCreativity Creativity is a mental
\nprocess involving the discovery of new
\nideas or concepts, or new associations
\nof the existing ideas or concepts,
\nfuelled by the process of either
\nconscious or unconscious insight.
\nCredibility Degree to which a
\ncommunicator or communication is
\nbelieved by the recipient. Credibility
\nis particularly important when the
\nmessage to be conveyed varies
\nsubstantially from the recipients
\ncurrent beliefs or attitudes. The
\ncredibility of such a message
\nwill be increased if delivered by
\na communicator who is expert,
\ntrustworthy, and appealing. A message
\nmay be credible if only two of the
\nthree criteria for the communicator
\nare met, provided the two criteria
\nhold dominance in that context.
\nFor example, many voters will take
\npolitical advice from a celebrity who is
\nconsidered trustworthy and appealing
\ndespite the celebritys lack of political
\nexpertise, but they would probably not
\ntake medical advice from that celebrity.<\/p>\n
Complacent content with average
\nperformance
\nComprehend to understand or grasp
\nsomething
\nCulture An integrated pattern
\nof human knowledge, belief, and
\nbehaviour that depends upon the
\ncapacity for symbolic thought and
\nsocial learning. The set of shared
\nattitudes, values, goals, and practices
\nthat characterises an institution,
\norganisation or group
\nDisability Any restriction or lack
\n(resulting from an impairment) of ability
\nto perform an activity in the manner or
\nwithin the range considered normal for
\na human being.
\nDiscrimination A sociological term
\nreferring to the treatment taken
\ntoward or against a person of a certain
\ngroup in consideration based solely
\non class or category. Discrimination
\nis the actual behaviour towards
\nanother group. It involves excluding or
\nrestricting members of one group from
\nopportunities that are available to other
\ngroups Discriminatory behaviours take
\nmany forms, but they all involve some
\nform of exclusion or rejection.
\nDiversity Workplace diversity refers
\nto the variety of differences between
\npeople in an organisation. That sounds
\nsimple, but diversity encompasses race,
\ngender, ethnic group, age, personality,
\ncognitive style, tenure, organisational
\nfunction, education, background and
\nmore. Diversity not only involves how
\npeople perceive themselves, but how
\nthey perceive others. Those perceptions
\naffect their interactions.
\nHumour expression of something
\nfunny or appreciating something funny
\nInnovation The term innovation refers
\nto a new way of doing something. It
\nmay refer to incremental, radical, and<\/p>\n
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38<\/p>\n
revolutionary changes in thinking,
\nproducts, processes, or organisations.
\nInvention A distinction is typically
\nmade between invention, an idea made
\nmanifest, and innovation, ideas applied
\nsuccessfully.
\nLegislative requirements A set
\nof rules or principles dealing with a
\nspecific area of a legal system: tax
\nlaw; criminal law. A piece of enacted
\nlegislation.
\nNon verbal communication (NVC)
\nCommunication without using words.
\nThe use of gesture, movement, posture,
\nsounds, facial expression.
\nPermeate to spread or flow through
\nPolicy Formal document outlining
\nthe ways in which an organisation
\nintends to conduct its affairs and act
\nin specific circumstances. Policy as
\na set of decisions which are oriented
\ntowards a long-term purpose or to a
\nparticular problem. Such decisions
\nby governments are often embodied
\nin legislation and usually apply to a
\ncountry as a whole rather than to one
\npart of it.
\nPrejudice A prejudgment of a person
\nor situation before the facts are known.
\nProtocol A code of correct conduct.
\nThe code of ceremonial forms and
\ncourtesies, of precedence, etc.
\naccepted as proper and correct in
\nofficial dealings, as between heads of
\nstates or diplomatic officials
\nRights Rights that belong to an<\/p>\n
individual as a consequence of
\nbeing human. As understood today,
\nhuman rights refer to a wide variety
\nof values and capabilities reflecting
\nthe diversity of human circumstances
\nand history. They are conceived of as
\nuniversal, applying to all human beings
\neverywhere, and as fundamental,
\nreferring to essential or basic human
\nneeds.
\nSimulation the imitation of some
\nreal thing, state of affairs, or process.
\nThe act of simulating something
\ngenerally entails representing certain
\nkey characteristics or behaviours of a
\nselected physical or abstract system.
\nStereotype qualities or
\ncharacteristics assigned to a group of
\npeople
\nStructure The way something is
\n(built) put together. The relationships
\nbetween the parts.
\nUnique one of a kind
\nVerbal communication Using words
\nto communicate.
\nValues Values are fairly enduring
\nconcepts about the nature of good and
\nbad, of the relative worth you attribute
\nto the things, people, and events of your
\nlives. They also provide people with a
\nguidance system, which is supposed
\nto enable them to choose the right
\nalternative when several courses of
\naction are possible.<\/p>\n
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39<\/p>\n
APPENDIX 2 REFERENCES
\nAbout.Com
\nhttp:\/\/humanresources.about.com\/od\/
\nteambuilding\/f\/team_stages.htm<\/p>\n
Aspire Learner Guide, (2010), Chapter
\n1 Recognising Individual Differences
\nand Responding Appropriately, Aspire
\nTraining & Consulting
\nAustralian Public Service Commission
\nBusiness Dictionary.Com
\nhttps:\/\/monkessays.com\/write-my-essay\/businessdictionary.com\/
\ndefinition\/teamwork.html,<\/p>\n
viewed 11 February, 2015<\/p>\n
The Role of the Creative Outlook
\nIn Team Building. Adams, John
\nD., in Team Building, edited by W.
\nBrendan Reddy with Kaleel Jamison,
\n98-106. Virginia: Institute for Applied
\nBehavioural Science and San Diego,
\nCalifornia: University Associates, Inc.,
\n1988
\nTools@work. Nine ways to evaluate
\nthe effectiveness of your team-based
\norganisation.
\nJournal for Quality and Participation,
\nThe, Mar\/Apr 2000 by Green, Fess B,
\nHenderson, Dale.
\nMaking Multicultural Australia
\nhttps:\/\/monkessays.com\/write-my-essay\/multiculturalaustralia.edu.au\/
\nhotwords\/unpack\/Positive.Discrimination,<\/p>\n
viewed 11 February, 2015
\nWikipedia<\/p>\n
http:\/\/en.wikipedia.org\/wiki\/Teamwork,<\/p>\n
viewed 11 February, 2015<\/p>\n
WORKBOOK | 2015 YOUNG RABBIT PTY LTD, AUSTRALIAN PACIFIC COLLEGE
\nBSB30112 & BSB30115 CERTIFICATE III IN BUSINESS | ADVANCED TEAM WORK_5.0<\/p>\n
40<\/p>\n
APPENDIX 3 CASE STUDY
\nAustralia Post The Strength Within<\/p>\n
Australia Post
\nThe Strength Within
\nThe Initiative:
\nLanguage Helpance at Shared
\nServices Division
\nAustralia Posts Shared Services<\/p>\n
Their solution came from the most<\/p>\n
Division (SSD) was established in<\/p>\n
obvious, but last looked at, place –<\/p>\n
1999 with a centralised Call Centre<\/p>\n
their own extremely diverse<\/p>\n
as a phone link to help staff with<\/p>\n
workforce! Drawing on their diverse<\/p>\n
questions about employment<\/p>\n
workforce, employing a<\/p>\n
related matters such as pay, leave<\/p>\n
comprehensive communication<\/p>\n
and other entitlements. As such<\/p>\n
strategy and listening to staff<\/p>\n
questions had been answered<\/p>\n
feedback produced amazing results<\/p>\n
locally in the past, Australia Post<\/p>\n
for the new initiative.<\/p>\n
Above: Dante Ramos – Language<\/p>\n
determined that its employees from<\/p>\n
The SSD Call Centre is able to<\/p>\n
Help staff member SSD Call<\/p>\n
Culturally and Linguistically Diverse<\/p>\n
respond to calls in 20 different<\/p>\n
Centre.<\/p>\n
Backgrounds (CALD) should not be<\/p>\n
languages.<\/p>\n
Bottom left: SSD Call Centre staff<\/p>\n
disadvantaged by the new system.<\/p>\n
provide Australia Post staff with
\ninformation in regard to employee
\nentitlements.
\nBottom right: Erlinda Diaz Language Help staff member SSD
\nCall Centre.<\/p>\n
The Strength Within
\nAfter experiencing initial difficulty with<\/p>\n
support from Management, the SSD Call<\/p>\n
external and expensive interpreter<\/p>\n
Centre was able to provide an enhanced<\/p>\n
services, Australia Post decided to look<\/p>\n
service to Australia Posts 7000 strong<\/p>\n
within its own CALD workforce. With 121<\/p>\n
CALD workforce.<\/p>\n
ethnicities represented in the SSD, a call
\nto provide Language Help was met
\nwith enthusiasm by staff.<\/p>\n
As an added bonus, very little training or
\nchange in the organisations infrastructure
\nwas required to implement this process.<\/p>\n
With an extensive communication strategy<\/p>\n
This brought significant savings to<\/p>\n
that included everything from e-mails to a<\/p>\n
Australia Post.<\/p>\n
flyer in staff payslips, together with strong<\/p>\n
14.<\/p>\n
Diversity@work Australia Inc.<\/p>\n
WORKBOOK | 2015 YOUNG RABBIT PTY LTD, AUSTRALIAN PACIFIC COLLEGE
\nBSB30112 & BSB30115 CERTIFICATE III IN BUSINESS | ADVANCED TEAM WORK_5.0<\/p>\n
41<\/p>\n
Five Years Later – The Results Are Clear
\n Staff feel more comfortable speaking
\nabout sensitive issues such as pay in
\ntheir community language.<\/p>\n
Employees feel recognised and<\/p>\n
Increased staff morale
\n Appreciation and utilisation of the
\nstrengths already present in the
\nworkforce.<\/p>\n
appreciated by the process.<\/p>\n
Drawing on their<\/p>\n
diverse workforce,<\/p>\n
Cost savings to Australia Post
\n Benchmarks were set in the
\norganisation about multilingual
\ncommunication<\/p>\n
employing a
\ncomprehensive
\ncommunication
\nstrategy and<\/p>\n
The Future<\/p>\n
listening to staff
\nfeedback
\nproduced amazing<\/p>\n
results for the new<\/p>\n
The Shared Services Division continues to<\/p>\n
Future Contact – Debra Dodgson<\/p>\n
exemplify the benefits of diversity at work<\/p>\n
National Manager Workforce Diversity<\/p>\n
and will continue its good work, providing<\/p>\n
Ph (03) 9204 7434<\/p>\n
a blueprint for other departments in the<\/p>\n
debra.dodgson@auspost.com.au<\/p>\n
organisation.<\/p>\n
Diversity Means Business<\/p>\n
WORKBOOK | 2015 YOUNG RABBIT PTY LTD, AUSTRALIAN PACIFIC COLLEGE
\nBSB30112 & BSB30115 CERTIFICATE III IN BUSINESS | ADVANCED TEAM WORK_5.0<\/p>\n
15.<\/p>\n
People from Culturally
\nand Linguistically
\nDiverse Backgrounds<\/p>\n
initiative.<\/p>\n
BSB30115 Certificate III in Business
\n6 subjects
\n1. Basic Bookkeeping
\n2. Advanced Teamwork
\n3. Customer Service
\n4. Effective Writing
\n5. Fundamentals of WHS
\n6. Resource Management<\/p>\n
APC also offers the following courses:<\/p>\n
f BSB20115 Certificate II in Business
\nf BSB30115 Certificate III in Business
\nf BSB51107 Diploma of Management
\nf BSB60407 Advanced Diploma of Management
\nf BSB41315 Certificate IV in Marketing
\nf BSB51215 Diploma of Marketing
\nf BSB60515 Advanced Diploma of Marketing
\nf FNS40611 Certificate IV in Accounting
\nf FNS50210 Diploma of Accounting
\nf FNS60210 Advanced Diploma of Accounting
\nf ICA50815<\/p>\n
Diploma of Systems Analysis and Design<\/p>\n
f SIT30713
\nf SIT50313<\/p>\n
Certificate III in Hospitality
\nDiploma of Hospitality<\/p>\n
f SIT31312
\nf SIT50112<\/p>\n
Certificate III in Travel
\nDiploma of Travel and Tourism<\/p>\n
f 10005NAT Certificate IV in Communicative TESOL
\nFor further information on APC courses please see Student Services, email info@apc.edu.au with
\nyour enquiry, or visit our website at www.apc.edu.au<\/p>\n
2015 Australian Pacific College
\nHead Office:
\nLower Ground, 189 Kent Street
\nKent St Campus (CBD)
\nSydney NSW 2000
\nP (61 2) 9251 7000
\nF (61 2) 9251 7575
\nWeb: www.apc.edu.au<\/p>\n","protected":false},"excerpt":{"rendered":"
Could you be pushed to commit a horrific crime Although most individuals can readily predict their response during a stressful situation, recent advancements have revealed\u2026<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[8827,10099,10540,10536,10892,10538,10539,10537,10891],"tags":[10549,10616,10615,7687,10627,8857,10552,10295,10548,10622,8907],"class_list":["post-130057","post","type-post","status-publish","format-standard","hentry","category-australia-essays","category-buy-essay","category-cheap-essay-writers","category-get-assignments-done","category-page-paper","category-phd-essay-writers","category-research-paper-writing-service-for-any-topic","category-study-bay-essay","category-write-my-assignment-ireland","tag-ai-plagiarism-free-essay-writing-tool","tag-australian-best-tutors","tag-best-trans-tutors","tag-buy-essay-uk","tag-cheap-dissertation-writer","tag-help-with-writing-an-essay","tag-help-write-my-paper-ai-free","tag-homework-for-you","tag-online-essay-writers","tag-phd-essays","tag-write-my-essay-for-me"],"_links":{"self":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/posts\/130057","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/comments?post=130057"}],"version-history":[{"count":0,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/posts\/130057\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/media?parent=130057"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/categories?post=130057"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/tags?post=130057"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}