SAWLA POLYTECHNIC COLLEGE

Web and Multimedia design and

development
Level IV

Unit of Competence: Develop Team and Individuals

Module Title: Developing Team and Individuals

TTLM Code: ICT WMD4 08 0811

 DEVELOP TEAM AND INDIVIDUAL

Module Description
MODULE DESCRIPTION: The module aims to provide the learners with the knowledge, skills and
right attitude to perform human resource management. It includes determining individual and team
development needs and facilitates the development of the workgroup.

Learning Outcomes
Upon completion of the unit, the trainee will be able to have the knowledge of:
 Provide team leadership

 Foster individual & organizational growth

 Monitor and evaluate workplace learning

 Develop team commitment and cooperation

 Facilitate accomplishment of organizational goals Conduct interview

Module Content
1. Team development and leadership
1.1 Concept of individuals, groups and teams
1.2 learning and development Needs
1.3 Training and development plan
1.4 Phases of team’s development
1.4.1 forming
1.4.2 storming
1.4.3 Norming
1.4.4 performing
1.4.5 dissolving or reorienting
1.5 Self evaluation performance
1.6 Performance feedback
2. Individual and organizational growth
2.1 Goals and objectives of learning and development
2.2 Learning delivery method
2.2.1 Coaching and mentoring
2.2.2 Problem solving
 2.2.3 Presentation and demonstration
2.2.4 Experience and exposure
2.2.5 Conference and seminar
3 Monitoring and evaluation workplace learning
3.1 learning arrangements
3.2 outcomes and performance individuals and teams
3.3 Modification and negotiation of learning plan
4 Team commitment and cooperation
4.1 Open communication process
4.2 Team decision making
5 Accomplishment of organizational goals
5.1 Role of team members
5.2 Responsibility of team members
5.3 Collaboration of team members and organizational goal

References
 Bernardin, H (2003) Human Resource management

 Casio, Wayne F (2006) Manage human Resource

 Singh,N(2004) Human Resource Management

 Federal civil servant Proclamation no. 515/2007- Labor law Ethiopia

 The Ethiopian Labor Law proclamation no. 377/2003- civil servant regulation
 Nefas Silk Develop Team and individuals
Unit
TVET TTLM
College
Module Developing Team and individuals

Information Sheet 1
Team Development and Leadership
1.1. Concept of individuals, groups and teams
As teams (groups) have always been a central part of the organizations, they are gaining
increasing attention as potentially important organizational benefit. Professionals rarely work
alone; they work with their colleagues and their managers or bosses. Accordingly, managers are
concerned with creating effective teams that make real helps to quality products and services and
thus containing success of the total organization.

Work groups are the basic building blocks of an organization. Work groups use roles, rules, and
norms to control their members’ behavior, and they use several socialization tactics to turn
newcomers into effective group members. Groups contribute to organizational effectiveness
when group goals are aligned with organizational goals.
Groups and Teams

A group is defined as two or more individuals, interacting and interdependent, who have come
together to achieve particular objectives.

 A group is a set of two or more people who interact with each other to achieve certain
goals or meet certain needs.
Synergy(interaction) is the creation of a whole greater than the sum of its parts.

A team is a formal work group in which there is a high level of interaction among group
members who work powerfully together to achieve a common goal. A group whose members
work intensely with each other to achieve a specific, common goal or objective is known as
Team. All teams are groups but not all groups are teams.
A group/team is effective when it satisfies three criteria:
a. Production output: the product of the group’s work must meet or exceed standards of
quality and quantity
b. Member satisfaction: membership in the group must provide people with short-term
satisfaction and facilitate their long-term growth and development

Instructor Amanuel Serawit . Page 1

 SAWLA Develop Team and individuals
UC
POLYTECHNIC TTLM
COLLEGE
Module Developing Team and individuals

c. Capacity for continued cooperation: how the group completes a task should maintain
or enhance the group’s ability to work together; groups that don’t cooperate cannot
survive
Why Do People Join Groups?

 Security
 Status
 Social needs
 Power
 Goal Achievement
Types of Groups

There are many types of groups in organizations, and each type plays an important role in
determining organizational effectiveness. Groups can be categorized as: Formal and Informal
groups

i. Managers establish formal work groups to help the organization achieve its goals. The goals
of a formal work group are determined by the needs of the organization.
It Consist of two or more people who engage in organizationally required actions
for a common purpose. They are a permanent part of the organization.

Types of Formal Work Groups: it includes;

1. Command group: a collection of subordinates who report to the same supervisor.

Command groups are based on the basic reporting relationships in organizations and
are frequently represented on organizational charts as departments.
2. A task force is a collection of people who come together to accomplish a specific
goal. Once the goal has been accomplished, the task force is usually disbanded.
ii. Informal work groups emerge naturally in organizations because organizational members
perceive that membership in a group will help them achieve their goals or meet their needs.
It arises when two or more people engage in voluntary collective activities for a
common purpose. These groups are natural formations in the work environment
that appear in response to the need for social contact.

Instructor Amanuel Serawit Page 2

 SAWLA Develop Team and individuals
UC
POLYTECHNIC TTLM
COLLEGE
Module Developing Team and individuals

Two specific informal groups can be identified: interest group and friendship groups.

 Interest group is created by people who may or may not be aligned into common
command or task group may affiliate to attain a specific objective with which each is
concerned. Employee who band together to have their vacations schedules altered, to
support a peer who has been fired, or to seek improved working conditions represent the
formation of a united body to further their common interest.
 Friendship groups: Groups often develop because the individual members have one or
more common characteristics. Social alliances, which frequently extend outside the work
situation, can be based on similar age or ethnic heritage, support for football team, or
holding of similar political view.
Why Have Teams Become So Popular and important?
 Teams typically outperform individuals.
 Teams use employee talents better.
 Teams are more flexible and responsive to changes in the environment.
 Teams facilitate employee involvement.
 Teams are an effective way to increase motivation.
1.2. Phases of team’s development
Stages of Team Development Model includes
1. Forming: a group of people come together to accomplish a shared purpose.
This stage is complete when members have begun to think of themselves as part of the
group.
2. Storming: Disagreement about mission, vision, and approaches combined with the fact
that team members are getting to know each other can cause strained relationships and
conflict.
As the name suggests, this is the most disorderly, violent and noisy stage of development.
Storming stage is one of inter group conflict members accept the existence of the group;
but there is resistance to the constraints that the group imposes on individuality.

3. Norming: The team has consciously or unconsciously formed working relationships that
are enabling progress on the team’s objectives.

Instructor Amanuel Serawit Page 3

 SAWLA Develop Team and individuals
UC
POLYTECHNIC TTLM
COLLEGE
Module Developing Team and individuals

At this stage close relationship among members develops and the group demonstrates
cohesiveness. During the norming stage, the group charts out its long term vision of
group purpose and how it will function over time.
4. Performing: Relationships, team processes, and the team’s effectiveness in working on
its objectives are synching to bring about a successfully functioning team.
The group energy has moved from getting to know and understand each other to
performing the task at hand. At this stage the group becomes highly effective unit.
Ending/Adjourning: The team has completed its mission or purpose and it is time for
team members to pursue other goals or projects.
Not every team moves through these stages in order and various activities such as adding a new
team member can send the team back to earlier stages. The length of time necessary for
progressing through these stages depends on the experience of the members, the support the team
receives and the knowledge and skill of the team members.

Instructor Amanuel Serawit Page 4

 SAWLA Develop Team and individuals
UC
POLYTECHNIC TTLM
COLLEGE
Module Developing Team and individuals

1.3. Leadership
Leadership is the process of inspiring people to do their best to achieve a desired result. It can
also be defined as the ability to persuade others willingly to behave differently. The function of
team leaders is to achieve the task set for them with the help of the group. Leaders and their
groups are therefore interdependent.

Leaders have two main roles. First, they must achieve the task. Second, they have to maintain
effective relationships between themselves and the group and the individuals in it – effective in
the sense that they are conducive to achieving the task. As Adair (1973) pointed out, in fulfilling
their roles, leaders have to satisfy the following needs:

1. Task needs. The group exists to achieve a common purpose or task. The leader’s role is to ensure
that this purpose is fulfilled. If it is not, they will lose the confidence of the group and the result
will be frustration, disenchantment, criticism and, possibly, the ultimate disintegration of the
group.
2. Group maintenance needs. To achieve its objectives, the group needs to be held together. The
leader’s job is to build up and maintain team spirit and morale.
3. Individual needs. Individuals have their own needs which they expect to be satisfied at work.
The leader’s task is to be aware of these needs so that where necessary they can take steps to
harmonize them with the needs of the task and the group.
Leadership style
Leadership style, often called ‘management style’, describes the approach managers use to deal
with people in their teams. There are many styles of leadership. Leaders can be classified in
extremes as follows:

a. Charismatic/non-charismatic
Charismatic leaders rely on their personality, their inspirational qualities and their ‘aura’. They
are visionary leaders who are achievement-oriented, calculated risk takers and good
communicators. Non-charismatic leaders rely mainly on their know-how (authority goes to the
person who knows), their quiet confidence and their cool, analytical approach to dealing with
problems.

Instructor Amanuel Serawit Page 5

 SAWLA Develop Team and individuals
UC
POLYTECHNIC TTLM
COLLEGE
Module Developing Team and individuals

b. Autocratic/democratic
Autocratic leaders impose their decisions, using their position to force people to do as they are
told. Democratic leaders encourage people to participate and involve themselves in decision
taking.

c. Enabler/controller
Enablers inspire people with their vision of the future and empower them to accomplish team
goals. Controllers manipulate people to obtain their compliance.

d. Transactional/transformational
Transactional leaders trade money, jobs and security for compliance. Transformational leaders
motivate people to strive for higher-level goals.

Management is doing things right; Don't tell people how to do things, tell them what to do,
leadership is doing the right things. and let them surprise you with their results.
Peter F. Drucker George S. Patton

Four Factors of Leadership

There are four major factors in leadership:

Instructor Amanuel Serawit Page 6

 SAWLA Develop Team and individuals
UC
POLYTECHNIC TTLM
COLLEGE
Module Developing Team and individuals

a. Leader
You must have an honest understanding of who you are, what you know, and what you can do.
Also, note that it is the followers, not the leader or someone else who determines if the leader is
successful. If they do not trust or lack confidence in their leader, then they will be uninspired. To
be successful you have to convince your followers, not yourself or your superiors, that you are
worthy of being followed.

b. Followers
Different people require different styles of leadership. For example, a new hire requires more
supervision than an experienced employee. A person who lacks motivation requires a different
approach than one with a high degree of motivation. You must know your people! The
fundamental starting point is having a good understanding of human nature, such as needs,
emotions, and motivation. You must come to know your employees' be, know, and do attributes.

c. Communication
You lead through two-way communication. Much of it is nonverbal. For instance, when you set
the example that communicates to your people that you would not ask them to perform anything
that you would not be willing to do. What and how you communicate either builds or harms the
relationship between you and your employees.

d. Situation
All situations are different. What you do in one situation will not always work in another. You
must use your judgment to decide the best course of action and the leadership style needed for
each situation. For example, you may need to confront an employee for inappropriate behavior,
but if the confrontation is too late or too early, too harsh or too weak, then the results may prove
ineffective.

Information Sheet 2
Instructor Amanuel Serawit Page 7
 SAWLA Develop Team and individuals
UC
POLYTECHNIC TTLM
COLLEGE
Module Developing Team and individuals

Individual and Organizational Growth

2.1. Goals and objectives of learning and development
Learning and development is a more holistic way of approaching training. A learning and
development approach acknowledges that we are always learning, both on and off-the-job. The
workplace is seen as a place where there is always the potential to learn, and that ongoing
professional development provides the individual, the team and the organization with the
opportunity to improve their skills, knowledge and practice.

Learning and Development strengthens the disability sector workforce and enables
it to provide a consistently high quality of support for people with a disability.

Learning and Development is about an ongoing commitment to developing people as an

integral part of an organization’s operations.

It is more than just training: Learning and Development asks employees and
their management to take responsibility for their learning, to ensure they meet
the required skills of their work, improves the quality of life of people with a
disability, and allows them to pursue the lifestyle they desire.

Learning is the process by which a person acquires and develops new knowledge, skills,
capabilities and attitudes. The aim of the learning policies and programs of an organization is to
provide the skilled, knowledgeable and competent people required to meet its present and future
needs.

Learning is a continuous process that not only enhances existing capabilities but also leads to the
development of the skills, knowledge and attitudes that prepare people for enlarged or higher-
level responsibilities in the future.

There are four types of learning:

1. Instrumental learning – learning how to do the job better once the basic standard of
performance has been attained. Helped by learning on the job.
2. Cognitive learning – outcomes based on the enhancement of knowledge and
understanding.

Instructor Amanuel Serawit Page 8

 SAWLA Develop Team and individuals
UC
POLYTECHNIC TTLM
COLLEGE
Module Developing Team and individuals

3. Affective learning – outcomes based on the development of attitudes or feelings rather

than knowledge.
4. Self-reflective learning – developing new patterns of understanding, thinking and
behaving and therefore creating new knowledge.
There is a spectrum of learning as defined by Watkins and Marsick (1993), from informal to
formal, as follows:

I. Informal learning
Informal learning is experiential learning. Most learning does not take place in formal training
programs. People can learn 70 per cent of what they know about their job informally, through
processes not structured or sponsored by the organization.

The advantages of informal learning are that:

 learning efforts are relevant and focused in the immediate environment;

 understanding can be achieved in incremental steps rather than in indigestible chunks;
 learners define how they will gain the knowledge they need – since, formal learning is
more packaged;
 learners can readily put their learning into practice.
The disadvantages are that:

 it may be left to chance – some people will benefit, some won’t;

 it can be unplanned and unsystematic, which means that it will not necessarily satisfy
individual or organizational learning needs;
 learners may simply pick up bad habits.
II. Formal learning
Formal learning is planned and systematic and involves the use of structured training programs
consisting of instruction and practice.

A comparison between informal and formal learning is shown in the following table:

Instructor Amanuel Serawit Page 9

 SAWLA Develop Team and individuals
UC
POLYTECHNIC TTLM
COLLEGE
Module Developing Team and individuals

Development is an unfolding process that enables people to progress from a present state of
understanding and capability to a future state in which higher-level skills, knowledge and
competencies are required. It takes the form of learning activities that prepare people to exercise
wider or increased responsibilities. It does not concentrate on improving performance in the
present job.

The principal objective of training and development division is to make sure the availability of a
skilled and willing workforce to an organization. In addition to that, there are four other
objectives: Individual, Organizational, Functional, and Societal.

 Individual Objectives – help employees in achieving their personal goals, which in turn,
enhances the individual contribution to an organization.
 Organizational Objectives – assist the organization with its primary objective by
bringing individual effectiveness.
 Functional Objectives – maintain the department’s contribution at a level suitable to the
organization’s needs.
 Societal Objectives – ensure that an organization is ethically and socially responsible to
the needs and challenges of the society.
Employee Training and Development is essential to the ongoing success of every organization.
Although technology and the internet have enabled global collaboration and competition, people
Instructor Amanuel Serawit Page 10
 SAWLA Develop Team and individuals
UC
POLYTECHNIC TTLM
COLLEGE
Module Developing Team and individuals

are the organization’s competitive advantage. Employee training and development enables
employees to develop skills and competencies necessary to enhance bottom-line results for their
organization.

2.2. Learning delivery method

The various training delivery methods can be divided into cognitive and behavioral approaches.

i. Cognitive methods provide information orally or in written form, demonstrate

relationships among concepts, or provide the rules for how to do something. They
stimulate learning through their impact on cognitive processes and are associated most
closely with changes in knowledge and attitudes. The lecture, discussion, e-learning and,
to some extent, case studies are cognitive methods. Though these types of methods can
influence skill development, it is not their strength.
ii. Conversely, behavioral methods allow the trainee to practice behavior in a real or
simulated fashion. They stimulate learning through experience and are best at skill
development and attitude change. Equipment simulators, business games, role plays, the
in-basket technique, behavior modeling and, to some
Let’s now discuss the various training methods in detail:

a. On-the-Job Training (OJT)

The most common type of training at all levels in an organization is on-the-job training (OJT).
Whether or not the training is planned, people do learn from their job experiences, particularly if
these experiences change over time. On-the-job training usually is done by the manager, other
employees, or both. A manager or supervisor who trains an employee must be able to teach, as
well as to show, the employee what to do. Some of the on-the-job training methods are discussed
below:

i. Coaching and Mentoring

Coaching is one of the training methods, which is considered as a corrective method for
inadequate performance. Coaching is a process of providing one-on-one guidance and
instruction to improve the work performance of the person being coached in a
specific area. Usually, coaching is directed at employees with performance deficiencies,
but it can also serve as a motivational tool for those performing adequately.

Instructor Amanuel Serawit Page 11

 SAWLA Develop Team and individuals
UC
POLYTECHNIC TTLM
COLLEGE
Module Developing Team and individuals

A coach is the best training plan for the employees’ because:

- It is one to one interaction

- It can be done at the convenience of employees
- It can be done on phone, meetings, through e-mails, chat
- It provides an opportunity to receive feedback from an expert
- It helps in identifying weaknesses and focus on the area that needs improvement
Mentoring is an ongoing relationship that is developed between a senior and junior employee.
Mentoring provides guidance and clear understanding of how the organization goes to achieve its
vision and mission to the junior employee.

Mentoring is more concerned with improving the employee's fit within the
organization than improving technical aspects of performance, thus differentiating it
from coaching. Generally, though not always, mentors are only provided for
management-level employees.

ii. Simulation
Simulation is a training approach that uses a training site set up to be identical to the work
site. In this setting, trainees can learn under realistic conditions but be away from the
pressures of the production schedule. For example, having an employee practice on a PBX
console in a simulated setting before taking over as a telephone receptionist allows the person
to learn the job more easily and without stress.

One type of simulation is called vestibule training, which occurs in special

facilities that replicate the equipment and work demands of jobs. Here, the trainees
use facilities, equipment and workshops materials normally used in the workplace.
Vestible training are replica of the actual work area but, there the emphasis is in
learning unlike in the work area emphasis is on production. Examples of vestibule
training include airlines that use simulators to train pilots, cabin attendants, and
astronauts, clerks, typists, bank inspectors, machine operators…

iii. Cooperative Training

Two widely used cooperative training methods are internships and apprenticeships. Both mix
classroom training and on-the-job experiences.
Instructor Amanuel Serawit Page 12
 SAWLA Develop Team and individuals
UC
POLYTECHNIC TTLM
COLLEGE
Module Developing Team and individuals

Internships: is a form of on-the-job training that usually combines job training with
classroom instruction in trade schools, high schools, colleges, or universities. Internships
are advantageous to both employers and interns. Interns get “real-world” exposure, a line
on the vita (resume), and a chance to examine a possible employer closely. Employers
who hire from campuses get a cost-effective selection tool that includes a chance to see
an intern at work before a final hiring decision is made.

Apprenticeships: it is another form of cooperative training that is used by employers,

trade unions, and government agencies. An apprenticeship program provides an
employee with on-the-job experience under the guidance of a skilled and certified
worker.

b. Classroom instruction technique

This training method is usually designed for the purpose of passing on knowledge, factual
information in an off-the-job location such as training centers or education, institutions. The
emphasis in learning is on developing an understanding of general principles, providing
background knowledge and general awareness of comparative ideas.

The techniques used in this method include lectures, case study, role-playing,
programmed instruction and conference.

2.3. Role of Team Leader in Team Building

A single brain sometimes cannot take decisions alone. One needs the assistance and guidance
of others as well to accomplish the tasks within the desired time frame. In a team, every
member contributes to his level best to achieve the assigned targets. The team members must
be compatible with each other to avoid unnecessary conflicts and misunderstandings.

Every team should have a team leader who can hold his team together and extract the best
out of the team members. The team leader should be such that every individual draws
inspiration from him and seek his advice and guidance whenever required. He should be a
role model for his team members.

A team leader plays an important role in guiding the team members and
motivating them to stay focused. A team leader is one who sets a goal and

Instructor Amanuel Serawit Page 13

 SAWLA Develop Team and individuals
UC
POLYTECHNIC TTLM
COLLEGE
Module Developing Team and individuals

objective for the team.

A team leader must make his team members well aware of their roles and responsibilities. He
must understand his team members well. The duties and responsibilities must be assigned as
per their interest and specialization for them to accept the challenge willingly. The following
are the major role and duties of a team leader:

 A team leader must be impartial: he/she should support one and all equally.
Partiality leads to negativity and conflicts among the team members. Don’t favor
anyone just because he/she is your friend.
 As a team leader, one should constantly motivate his team members: motivate
them so that they perform even better the next time. Avoid criticizing anyone. Never
make fun of anyone’s mistakes, instead correct him in a polite way.
 Encourage the team members to help each other: Create a positive ambience at the
workplace. Avoid playing politics or provoking individuals to fight. Make sure that the
team members do not fight among themselves.
 Be a mentor to your team members: “Hitler approach” doesn’t work in the modern
scenario. The team members should be able to gain from the team leader’s talent and
mentorship. He must stand by his team always. When a team performs well, the credit
goes to the team leader, similarly at times when the team fails to perform as per the
expectations of others, don’t try to play safe.
 The team leader should take the initiative of bringing the team members closer: A
leader should try his level best to break the ice among them. Celebrate their birthdays,
anniversaries together so that they can discuss issues apart from work more freely.
2.4. Team Duties and Responsibilities
Team members will have the following duties and responsibilities:

 Have a clear understanding of the group’s purpose and goals

 Achieve a high degree of inter-communication.
 Deal with all staff in a professional manner. Liaise with customers to provide progress
reports and respond to staff queries within appropriate timescales.

Instructor Amanuel Serawit Page 14

 SAWLA Develop Team and individuals
UC
POLYTECHNIC TTLM
COLLEGE
Module Developing Team and individuals

 Keep up to date with team projects and initiatives and contribute to the shared knowledge
on the team.
 Have an adaptable approach to communicating with other staff to convey information.
 Seek to offer support to other team members and recognize each other's contribution to
the team.
 Be proactive in the sharing of ideas, new technologies and best practices with fellow
team members
 Stick to issues which are important

Instructor Amanuel Serawit Page 15