Work Effectively With Others

Learner guide
Work effectively with others

BSBWOR203
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Contents
Overview ........................................................................................................ 3
Section 1: Develop effective workplace relationships .................................... 3
Section 2: Contribute to workgroup activities ............................................... 21
Section 3: Deal effectively with issues, problems and conflict ..................... 35
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Glossary ....................................................................................................... 49
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Ple a se not e t he follow ing c ondit ion

This Didasko learning resource should be used as a training tool for students and
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trainers. While the information contained within addresses the elements and performance
criteria, and the knowledge and performance evidence of individual competencies it
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remains the responsibility of the training organisation to ensure it meets training

framework requirements and to provide additional documentation where necessary.
© 2016 Didasko Digital. All Rights Reserved.

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BSBWOR203 Work effectively with others
Overview
What makes Australia’s economy tick? Hospitality? Tourism? Finance? Retail? Mining?
IT? Manufacturing? Biotechnology? Agriculture? Education?
All of the above – and more!
Our business and industry sectors are as diverse as the people who work in them.
Ultimately, it’s these people who drive Australia’s businesses towards success – or failure.
The ability to work effectively together can make or break a company and no matter what
kind of business you’re in, you have an opportunity to create positive change through
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teamwork.
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An effective, high-performing team doesn’t happen by accident. It requires cooperation
and collaboration from everyone – including you.
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Let’s look at what you will learn on completion of this unit.
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Section 1: Develop effective workplace relationships
Section 2: Contribute to workgroup activities
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Section 3: Deal effectively with issues, problems and conflict

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Section 1:
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Develop effective workplace

relationships
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In this section you will learn the following.

• How to identify own responsibilities and duties and undertake activities in a manner
that promotes cooperation and good relationships.
• How to take time and resource constraints into account in fulfilling work requirements.
• How to encourage, acknowledge and act upon constructive feedback provided by
others.
Who are your customers?

All businesses have both internal and external (glossary) customers.
Click on the narrator to find out more.
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For a business to be truly successful, every staff member must know who their customers
are. Most people think customers are just the people who come in off the street to
purchase a product or receive a service. But they couldn’t be more wrong!
While these external customers are extremely important, it’s a business’s internal
customers – and the cooperation between them – that really makes a business tick.
Click to the next screen to find out who these internal customers are and why
they’re so important to a business.
Who are your workgroup members?

You need to work effectively with your internal customers – the other members of your
organisation and workgroup – so you can meet your customers’ needs.
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Click on the people to learn more about members of your workgroup.
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Work c olle a gue s
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Work colleagues are your peers, fellow employees or co-workers. They’re in the same
profession, business or organisation as you.
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St a ff/st aff t e a m s
Your staff/staff teams are groups of people working together towards a common goal. You
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might participate on a team or be in charge of one!
Supe rvisors or m a na ge rs
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Your supervisor or manager monitors your performance of assigned tasks. They can
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usually hire, promote, discipline, reward and provide training for employees in their
departments.
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Coa c he s or m e nt ors
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Your coach or mentor is more skilled or experienced than you. They offer you guidance,
support or advice to further your learning and development.
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Ot he r m e m be rs of t he orga nisa t ion

These could include volunteers, contractors, etc.
Where do you fit in?

No matter what type of business environment you work in, you’ll find a number of different
teams. These same teams exist in most organisations and perform the same basic
functions.
Where do you and your workgroup members fit into the larger organisation? Knowing this
helps you better understand how your role contributes to overall success. Let’s look at
these on the next screen.
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Which team are you in?

Click on the tabs to learn about the different teams common to many organisations.
M a rk e t ing t e a m
The marketing team may include the sales team and the public relations team. These
teams are responsible for promoting and projecting a desirable image to the public. They
attract customers, patrons or members by advertising and promoting the establishment’s
services and facilities. They conduct market research to determine their clients’ needs.
Ope ra t ions t e a m
Operations has the most people and consists of all operational staff across all teams.
They share the same goals and do their part to ensure that customers receive outstanding
customer service on a regular basis.
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Buying or purc ha sing t e a m
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In some businesses buyers decide what stock various departments sell. They keep up
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with consumer trends and preference changes, while at the same time making decisions
in line with budget, image and target market. In other businesses, the buying team
purchase stock as directed by the department manager. They seek out the best quality,
price and service from a supplier for their stock – ensuring customer needs are met.
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Fina nc e t e a m
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Finance pays suppliers, processes payroll and prepares the establishment’s financial
reports. Department managers use these reports to assess financial performance, set
realistic financial goals, analyse targets and identify opportunities.
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Dist ribut ion t e a m

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Distribution moves merchandise or stock from a warehouse to various establishments

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within a chain and to departments within the establishment. They maintain accurate, up-
to-date records of stock movement.
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H um a n re sourc e s (H R) t e a m
HR takes care of people-related issues – training and development, employment and
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induction, performance management, workplace discrimination, staff grievances, and

WHS issues. This team also develops job specifications and may negotiate with employee
representatives on employment issues.
M a na ge m e nt t e a m
Imagine if every manager ran their department in a different way! Customers would
receive inconsistent service and advice from one establishment or department to another
– a customer service disaster.
That’s why managers come together from all departments to form management. They
meet regularly to communicate about departmental activities and results so they can
share information and ensure their teams maintain a consistent approach.
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Work pla c e he a lt h and sa fe t y (WH S) t e am

WHS ensures the safety of all customers and workers in and around the establishment.
They carry out risk assessments and hazard identification so work practices don’t harm
individuals, property or the environment.
Adm inist ra t ion t e am

The administration team takes care of filing, ordering stationery supplies, opening mail,
answering phones, photocopying and printing. They support every department by
performing clerical duties – thus reducing the department managers’ workloads.
A smaller establishment wouldn’t necessarily have this kind of support.
Note...
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Regardless of what industry you work in, chances are that these departments exist in your
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organisation and there are certain responsibilities and duties you need to know about.
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Click to the next screen to find out what they are.
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What are your responsibilities and duties?
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Although some responsibilities depend on the department or team you’re in, there are
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some general duties all workers should be aware of.
Click on the checkboxes to find out what they are.

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 Follow ethical (glossary) principles and workplace behaviour.

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 Follow both mandatory and voluntary codes of practice and conduct (glossary)
specific to your industry, workplace and job role.
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 Do what your job description or employment arrangements require.

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 Check your organisation’s policy for information relevant to your work role.
 Maintain your skills.
 Attend training as necessary.
 Complete competencies.
 Keep informed about your supervision and accountability requirements – including
WHS.
 Follow environmentally sustainable working practices.
 Understand organisational and team structures.
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How do I know who does what?

I’m working for a large organisation and I’m confused about everyone’s roles and
responsibilities. Take this week for example. Problems came up and I didn’t know who to
speak to about them.
• I was running late. Who do I ring?

• A customer had a complaint about our service. Who do I tell?
• I saw a staff member harass one of my co-workers. Who do I report it to?
• A contractor wanted to enter the locked store room. Who has the authority to grant
access?
I have no idea. But I’m about to find out. Click to the next screen.
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Why have an organisational structure?
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All businesses have an organisational structure chart (glossary).
Click on the dot points to find out why.

 To help you identify the various departments and teams
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 To assist you in understanding everyone’s roles within the departments and teams
 To ensure you understand your own position within the structure – so you know who
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to report to and who can help you meet your responsibilities

 To help you identify your own responsibilities and duties in relation to other
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workgroup members.
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Is every organisational structure the same?

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No. Every organisation’s structure is different.

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Familiarise yourself with lines of authority in your workplace. Find out who your manager
or supervisor is. Know exactly who you can contact to help you fulfil your responsibilities.
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Identifying roles, responsibilities and duties

Knowing the ‘chain of command’ helps you work more effectively with others. Different
employees in various establishments have a variety of roles, responsibilities and duties.
Click on the job titles to find out what these are.
Ge ne ra l m a na ge r
I’m Gretchen – the general manager.
• I run the organisation and all the departments within it.

• I ensure we meet our goals and comply with our mission and policies.
• I approve establishment expenditure and staff promotions.
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• I review policies and procedures.

• I chair management meetings and attend regular meetings with departmental
managers within the organisation.
Assist a nt m a na ge r
I’m James – the assistant manager.
• I support the general manager, Gretchen, so operations run smoothly. When she is
busy or unavailable, I make decisions and respond to issues when they arise.
• I help complete departmental reports.
• I maintain regular contact with departmental managers and update them on business
performance, new initiatives and other pertinent issues.
• I keep up to date with market trends and what our major competitors are doing.
De pa rt m e nt m a na ge r
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I’m Riley – the department manager.
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• I report directly to the assistant manager, James.
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• I make sure staff in my department are appropriately trained and inducted.
• I prepare rosters and stock reports, analyse sales figures and report these figures to
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the assistant manager.
• I make decisions about stock control and stock levels within the department.
• I check that my team complies with store policies and procedures and that prompt
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action is taken when issues arise – WHS, security, staff conflict, serious customer
complaints, and sales targets not being met.
• I forecast future budgets and sales figures for the department.
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Supe rvisor
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I’m Oliver – the supervisor of the department.

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• I report directly to the department manager, Riley. He has most of the responsibility for
overseeing the department. However, he occasionally delegates some of this to me.
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He might ask me to prepare a roster, interview a job applicant, or respond to a

customer complaint on his behalf.
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• I am also responsible for overseeing the activities of staff under my control.

• I ensure they comply with establishment policies and procedures, provide consistent
and outstanding customer service, and treat customers/team members with respect.
• I hold team briefings.
• I oversee opening and closing procedures.
• I sort out staff conflict, customer complaints and staffing issues before referring matters
to the department manager. I can also order stock up to a certain limit.
At t e nda nt s
I’m Connor – one of many attendants.
• We ensure all customers receive excellent customer service.

• We clean the service areas and make sure the outlets are fully stocked.
• We greet and serve the customers, offer advice and make product recommendations.
• We open and close the register, receive payment from customers and give change.
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Our goal is to make sure that the customer is happy with the service they receive so they
continue to return to the establishment time and time again.
T ra ine e
I’m Louise – a new trainee. Oliver is my supervisor and I look to him for direction.
I have the same responsibilities as the attendants. However, I must do some tasks under
supervision – processing accounts, stocking the outlets, or checking deliveries.
Because I’m still learning, I’m never rostered to work on my own. When I’m not sure of
something, I must always refer the matter to my supervisor or one of the attendants. As a
trainee, I receive regular training to help me learn new skills.
Good working relationships
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Once you know who you’re working with, the next step is to work effectively together. How
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many ways can you think of to promote cooperation and good working relationships?
You have 30 seconds to list as many as you can.
Click on the timer to begin.

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How many different ways did you think of?
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Helping others? Communicating clearly? These are two ways to enhance cooperation and
your relationships with others. Click to the next screen to learn more!
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How do you promote cooperation and good working

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relationships?
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Click on the tabs to find out.

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N e got ia t e
Do you always have exactly the same opinions and ideas as your team mates? Do you
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agree all the time? Of course not!
When you don’t agree, it’s time to negotiate. This means openly discussing issues, ideas,
and different ways of doing things, etc. to reach a compromise.
Com promise
Compromising is meeting in the middle to reach a mutual agreement. How can you do
this?
• Voice your opinions in a non-threatening way.

• Consider others’ ideas with an open mind.
• Respect the opinions of others.
• Give and take so everyone ‘wins’.
• Be willing to change your behaviours for the benefit of the whole group.
• Follow procedures according to team decisions.
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Pe rform t o a gre e d st a nda rds

What happens if you fail to perform? Others have to fix up or apologise for your poor work.
If you don’t finish tasks, you add to your colleagues’ workloads. If you do a sloppy job, the
whole team looks bad.
Don’t let your team down.
• Make sure your standard of work is high.

• Ensure you comply with establishment policies and procedures.
• Take pride in your work.
H a ve a posit ive a t t it ude

Think of a time you participated on a winning team.
Who was the ‘driving force’ behind it? Who motivated and inspired everyone to perform?
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Who was always positive about the challenges you faced? These are the people everyone
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wants on their team. Their contribution, positive attitude and enthusiasm make them a
pleasure to work with and be around. Be that team member!
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There are always some tasks that are less enjoyable than others. Accept them as part of
your role and do them with a positive attitude.
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Show init ia t ive a nd c ont ribut e
The whole is greater than the sum of its parts! If everyone contributes, the team can do
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more together than the individuals could separately. This is called ‘synergy’. How can you
create synergy?
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• Share your ideas for improvement.

• Contribute to discussions in meetings.
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• Be determined to begin well and follow through on your tasks.

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• Take active steps to help others.

• Participate actively in training.
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Be re sponsible
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You have a job to complete and your performance impacts on others. Here are some tips
on how to be responsible.
• Be trustworthy and reliable.

• Be prepared to explain the actions you take and why.
• Where possible, act without guidance. But if you need help, ask for it.
• Use good judgement to make decisions within the scope of your role and duties. But if
there is something you don’t know how to do, check.
• Complete tasks delegated to you. Don’t complain or try to hand the responsibility over
to someone else!
• Respect the roles and needs of other team members.
• Follow through on others’ requests. Take responsibility for any follow-up action
required.
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Show e m pa t hy
Have you ever heard someone say, ‘Put yourself in my shoes!’? Empathy is exactly that –
the ability to truly understand how someone else feels.
Empathy is essential in any business. Listening actively and understanding why a

colleague is upset, what pressures your manager is under, or how angry a customer is
about a problem all enable you to be of more support to them.
You’ll learn more about how to provide support to team members in section 2. For now,
let’s look at how to support your organisation in being environmentally friendly.
How do you create a sustainable work environment?

It’s important to be environmentally friendly at work. Every worker can help improve their
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business’s resource management and environmental performance by following a few
simple guidelines.
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• Minimise waste by implementing the waste management hierarchy.
• Use energy efficiently.
• Use water efficiently. pa
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Let’s get started on the next screen with minimising waste.
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How does the waste management hierarchy work?

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If you don’t manage waste properly, it causes pollution and environmental devastation.
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Click on the dot points to find out how the waste management hierarchy reverses
this.
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 It sets out preferred waste management practices from most to least desirable.
 It eliminates excessive wastage.
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 It helps avoid disposal of waste that you could reuse or recycle.

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 It minimises environmental risks.

 It maximises chances to improve environmental performance.
Waste management hierarchy

Click on the bins to learn more about the hierarchy stages.
Re fuse
Refusing waste means saying no to unnecessary waste – plastic bags, chemical cleaners,
polystyrene cups, etc.
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Re duc e
There are many ways to reduce waste in your workplace. Here are ten tips.
• Buy products in bulk to minimise the use and the disposal of packaging.
• Use refillable soap dispensers in toilets and showers rather than individual containers.
• Compost food scraps and donate leftover supplies to a charity to reduce food wastage.
• Install energy efficient appliances.
• Switch to fluorescent lighting.
• Switch off appliances, computers, televisions, heating, cooling and lighting when not in
use.
• Install flow restrictors or low-flow showerheads, toilets and taps.
• Consider installing solar panels and a rainwater tank.
Re use
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Ever heard of the saying, ‘One man’s trash is another man’s treasure?’ When you sell
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something on eBay, accept secondhand toys or clothes, buy at a garage sale, or donate
to an op shop, you are reusing resources and minimising waste.
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Crates from suppliers to transport and carry food and produce
Bulk storage containers for cleaning products
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• Refilling personal care product containers for hotel guests
• Security tags on products
• Packing boxes used within departments and from dispatch
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• Hangers used in retail

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Re c yc le
Confused about what can and can’t be recycled at work? You’re not alone! Here are some
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tips.
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• Separate used cardboard, glass, plastics and green waste from non-recyclable waste.
• Provide recycling bins for newspapers, bottles and other recyclables at entrances and
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other key locations.

• Have a separate bin in staff areas for white paper disposal.
• Buy recycled products – paper, cartridges, toilet paper, paper towels, etc.
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• If you can, recycle water – it’s another great way to minimise waste.
Remember, any waste you don’t recycle goes straight to landfill. Avoid this at all costs!
Re c ove r
Recovery takes waste and turns it into something that benefits the environment. Here are
some examples.
• Material recovery – recycling

• Energy recovery – reusing fuel
• Biological recovery – composting
Recyclables are taken to a Material Recovery Facility (MRF or ‘murf’). There, they are
sorted, baled and transported to reprocessing or treatment factories.
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Re sponsible disposa l
Throwing waste away is the least preferred option – but sometimes you have no choice. If
you have to do it, at least do it responsibly. If you aren’t sure, check local council
regulations for specific waste disposal procedures relevant to your workplace.
Here are some general guidelines.
• Dispose of chemical and hazardous material safely and responsibly.

• Don’t throw batteries, toner cartridges, chemical containers, mobile phones,
computers, etc. in the general rubbish. They must be disposed of appropriately.
• Don’t pour hazardous chemicals or oils down the drain.
Are you in 4th place?
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Som e t hing w ort h c onside ring
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When someone mentions ‘smarter waste disposal’ or ‘minimisation of waste’ the majority
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of people think about recycling. Why? Simply sorting trash into recyclable and non-
recyclable bins is not enough. Recycling is fourth on the waste management hierarchy.
The first is to avoid waste altogether.
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Wha t is Gre e nPow e r?
GreenPower is a government accreditation program for the use of renewable energy.
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Renewable energy comes from sources such as wind power, solar, biomass or mini
hydro. Purchase GreenPower or Greenhouse friendly accredited electricity. For more
information refer to www.greenpower.gov.au
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How can we use water efficiently?

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Most people are aware that the world is facing a water shortage crisis. How could
businesses be more water wise?
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Click on the tabs to find out.

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Ga rde n
Use native plants which require less water.
Wa t e r fe a t ure
Investigate using tank or recycled grey water (glossary) instead of town water, and install
a cover over the base to minimise evaporation. Alternatively, turn the water feature into a
feature wall.
T oile t s
Dual flush toilets can save up to eight litres per flush compared to single flush toilets.
Using grey water to flush toilets and urinals is another great water saving option to
consider.
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Tap
A dripping tap can waste up to 31,000 L a year. That’s enough to fill more than half a
domestic swimming pool! Check taps and washers as part of your regular maintenance
procedure. Don’t rely on others to report them.
Dishw a she r
Dishwashers make life easier – especially for people who hate doing the dishes! There
are smart, efficient ways to use them.
• Use economy wash where possible.

• Only turn the dishwasher on if it’s full.
• If there are only a few dishes at the end of the shift, hand-wash them using low levels
of water. Alternatively, leave them in the dishwasher until the next shift.
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Floor c le a ning
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The mop and bucket isn’t your only floor cleaning option. Sometimes a broom, steam
mop, or energy approved vacuum might be more efficient.
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If you use a mop, think about what you could do with the dirty water instead of pouring it
down the drain – water plants, etc.
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Show e rs
Fit showerheads with low flow, water efficient nozzles to staff and customer showers.
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T e a m w ork !
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To create a safe and sustainable environment, be unified and solve problems as a team.
Discuss and negotiate issues and tasks with others in your work group. Listen to their
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ideas and opinions as well as sharing your own knowledge and skills.
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Efficient resources
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Besides energy, there are many other resources you need to do your job properly.
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Imagine you could ask your organisation for any resources you need to work most
effectively.
What would these resources be?
You have 30 seconds to list as many as you can.

How many different resources did you think of? Whether your list is long or short, it’s true
that every worker needs certain resources to do their job effectively.
Click to the next screen to find out what they are.
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What resources might you need?

You may need some or all of these resources to do your job responsibly.
• Equipment
• Materials
• Facilities
• Space
• Funding
• Time
• People
But what if there aren’t enough funds available? Should you just blow the budget? Click to
the next screen to find out.
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No! Don’t blow the budget!
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How would the finance department feel if you blew the budget? What would your manager
think if you didn’t meet an important deadline? Ignoring limitations placed on you is a sure
fire way to lose everyone’s respect – and your job!
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Every worker would love to have huge quantities of resources at their disposal. But the
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reality is that some resources may be limited – or not available at all!

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Be sure to take these resource constraints into account when planning and carrying out
your duties at work. Keep them in mind when helping others fulfil their responsibilities as
well.
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This helps develop good relationships with other people and departments in your
organisation.
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Click to the next screen to see how do deal with resource constraints.
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How can you deal with resource constraints?

How can you work together to resolve these issues before they get blown out of
proportion – creating large scale problems?
Click on the dot points to find out.

 If you don’t have the authority to fix the problem entirely, do whatever you can within
the scope of your job role to alleviate the situation.
 Acknowledge the problem of limited resources together as a team.
 Create an environment where the problem is safe to discuss.
 Discuss the resource constraints without blaming, criticising or judging others.
 Brainstorm solutions and decide on an action plan.
 Follow your plan and monitor your progress.
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Some specific solutions

Now that we’ve looked at some general ideas about dealing with resource constraints,
let’s see how to solve specific problems.
Click on the pictures to find out more.
Equipm e nt
Share equipment with your workgroup. If you aren’t using it, put it back where it belongs
so someone else can! Develop a schedule which allocates certain people or departments
specific times to use designated equipment.
Fa c ilit ie s
There’s nothing worse than wasting your entire lunch time waiting to use the staff
microwave or in a queue in the ladies’ toilet. Stagger break times so existing facilities
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aren’t overcrowded.
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The facilities you use largely depend on your business. Devise a schedule for sharing
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conference rooms, using recreational facilities, accessing storage areas, etc. to avoid
conflict over them.
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M a t e rials
As you learned earlier, you should conserve resources wherever possible. This includes
minimising use of materials as well as reusing them.
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Spa c e
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Space is always at a premium.
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Reduce clutter that takes up unnecessary space.

• Use better storage systems to free up existing space.
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• Use mirrors or change the colour of your work area to create a feeling of spaciousness.
• Reorganise furniture.
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• Allow people to work from home to free up office space.

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T im e
Time constraints exist to get everyone on track to meet the needs of the organisation in a
cost-effective and efficient manner.
Manage your time, and plan carefully to make sure you meet your deadlines.
Pe ople
People are one of an organisation’s most precious resources. It is important for a
business to have an adequate number of qualified staff.
Understaffing results in more stress for workers, higher chance of errors and increased
complaints. Do your best to work with whatever number of people you have on your team,
but if you need more help, don’t be afraid to ask.
Likewise, if you feel inadequately trained to do your job, be proactive and get the
necessary training.
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Encourage feedback
You can always reflect on your own behaviour and think about what you could do
differently to improve your performance at work. However, sometimes it’s difficult to
recognise your own strengths and weaknesses.
Click on the people to see who you should seek feedback from.
Clie nt s
A staggering 69% of clients don’t complain. Why not?
They’re too embarrassed, don’t want to make a fuss, don’t have the time, or don’t believe
their feedback will make a difference.
How can you encourage them to report back to you about your performance?
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• Provide survey forms which are anonymous.
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• Assure them that their feedback is important to you.
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Make sure any feedback forms are quick and easy to complete.
• Let them know that you use feedback to provide better service.
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Colle a gue s
Your colleagues interact with you on a regular basis.
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They observe how you handle customers, respond under pressure, deal with conflict,
show initiative and apply your knowledge. They know when you’re underperforming, not
applying yourself, making errors, not interacting with the team or failing to keep up with
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general tasks. It makes good sense to ask for their feedback.

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This doesn’t need to be a formal process. Simply ask them for feedback during the course
of your work day or after you complete a project.
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M a na ge m e nt
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Your workplace may have routine organisational methods for monitoring service delivery
in general. Make sure to take this feedback on board and liaise with management to
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improve performance.
Your workplace may also use formal/informal performance appraisals and reviews to
assess your performance, recognise your achievements and highlight areas to address.
They’re the perfect forum for discussing your strengths and weaknesses as well as
sharing your personal and career goals.
In a nutshell
When you turn to others for feedback, you send the message that you value their
opinions, experience and advice.
These feelings are further enhanced when you receive, acknowledge and act on the
advice they give you. What better way to develop positive relationships in your workplace?
17 2016 Edition
How to receive feedback

Receiving positive feedback is easy. Simply say ‘thank you’ and acknowledge others on
the team who helped you. Then, ask how you could improve even further. Receiving
negative feedback is a bit more challenging and requires good communication skills.
Click on the light bulbs for some bright ideas about receiving feedback.
Se e fe e dba c k a s a n opport unit y – not a proble m !

Constructive feedback isn’t a problem. It’s an opportunity for you to learn and grow. Take
advantage of this chance to improve your skills.
Cont rol your bre a t hing

When we feel stressed, we usually breathe quickly and shallowly. Take deep, full breaths
to help you relax and remain alert.
n e
Be a t t e nt ive
pa
As the person talks, give them your full attention and show sincere interest in what they’re
saying.
Remember to maintain eye contact and connection with them as they speak, and focus on
eu
their main points.
List e n c a re fully
N
Genuinely listening to feedback shows others that you’re open to ideas and suggestions
for improvement. Give them a chance to give you the feedback without interrupting.
m
Nod your head to show you’re hearing what they say.

a
Be ope n
ar
Don’t discourage the other person by being defensive or using negative body language –
scowling, frowning, eye rolling, sighing, crossing your arms, etc. Respond in ways that
aj
show you are happy to listen.

R
• Use a sincere, concerned facial expression.

• Keep your arms open – not crossed.
• Make eye contact and keep your connection.
Be re spe c t ful
Even if you disagree with what the person is saying, be respectful of their opinions.
How to acknowledge feedback

Create rapport by repeating or ‘mirroring’ back the person’s needs, main points, priorities,
thoughts, feelings, problems or questions. If you paraphrase (glossary) skilfully, you can
confirm what the other person wants – and they mightn’t even notice you’re doing it!
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There are many ways to do this. Here are a couple of examples.
• So if I understand you right, you’d like me to…

Is that right?
• From what you’re saying, I could help you by…

Is that what you mean?
• Just to make sure I understand, you want me to…

OK?
• So let me just clarify exactly what you want. I should…

Is that what you had in mind?
Acknowledging in this way shows you have been paying attention to what they have to
say and have understood them. It also provides an opportunity for the other person to
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clarify anything you have misunderstood.
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Note...
pa
Acknowledging feedback shows you’re an active listener and care about giving the person
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what they want.
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How to act on feedback

m
Encourage feedback, receive it, acknowledge and confirm it. Then take action – following
procedures and using all the information you’ve received.
a

ar
Foc us on solut ions

aj
Some people will tell you what you did wrong, but won’t tell you how to fix it! If this is the
case, focus on the solutions.
R
Ask for advice on how you should change based on the feedback they give.
• How can I do things better?

• How can I improve?
• What exactly should I do to perform to expectations?
Consider using the word ‘we’ to include the other person in the solutions – ‘What can we
do to resolve this situation?’
T a k e t im e t o t hink
It’s OK to say that you’d like time to think about the feedback. You might also want to get
a second opinion and request advice before responding.
19 2016 Edition
Re que st a dvic e
Ask others in your workgroup – including your supervisor – for advice on how to follow
through on the feedback you’ve been given.
• What do you think I should do in this case?

• What do you suggest I do to implement the feedback?
• What would you do in this situation?
Be sure to thank them afterwards and keep them up-to-date on your progress.
Be proa c t ive
Actions speak louder than words. Once you have received, acknowledged and confirmed
your feedback and asked all the questions you need, you’re ready to get started. Take
immediate action and get feedback on how your supervisor feels about the results.
n e
Y ou ha ve re a c he d t he e nd of se c t ion 1
Click to the next section to continue.
pa
eu
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a m
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aj
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2016 Edition 20
2
Section 2:
Contribute to workgroup
activities
• How to provide support to team members to ensure workgroup goals are met.
• How to contribute constructively to workgroup goals and tasks.
• How to share information to ensure designated goals are met.
e
• How to identify and plan strategies/opportunities for improvement of workgroup
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performance.
What’s ‘teamwork’? pa
eu
Click on the narrator to find out the answer.
A team is a group of two or more people working together to achieve a common goal.
N
Most people think effective teams just ‘happen’. But as it turns out, a high-performing
team doesn’t develop by accident. It requires ‘teamwork’.
m
On the next screen, we’ll look at some of the ways you can support your team.
a
How can you support your team?

ar
Teamwork requires the active participation and cooperation of all team members.
aj
Click on the hands to see the characteristics of successful and supportive teams.
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 Helping and supporting each other

 Undertaking extra tasks
 Communicating well together – explaining and clarifying information
 Solving problems
 Providing encouragement and constructive feedback
Let’s look at each of these in more detail over the next several screens.
Take every opportunity to help colleagues

Throughout your work day, you have many chances to be of benefit to the people around
you. Be aware of them, so you can be ready to offer your help and support!
Imagine you work in the hospitality industry.
21 2016 Edition
Click on the pictures for examples of opportunities to watch for in a busy restaurant.
T o re duc e t he risk of a c c ide nt s

You see a team member trying to move a heavy carton of goods on their own. You know
they’ll probably get injured if you don’t stop what you’re doing to help.
An une x pe c t e d sit ua t ion

Your restaurant has just had a huge influx of customers. It’s your job to look after tables 1
to 7. Your tables are quiet, but your team mate responsible for tables 8 to 15 is run off her
feet. Offering to help is the right thing to do by your colleagues and the customers.
A t im e pre ssure
You work in the bar and can see that other staff are having difficulty setting up the lectern
for a business function starting in half an hour. You’re familiar with the sound system and
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could have it up and running in no time. You offer to help.
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T o sha re k now le dge
pa
One of your colleagues is carrying plates to tables two at a time. They’ve never learned
the three-plate carrying technique. You offer your time and support to coach them.
eu
A good team player is always willing to help out their colleagues. They never sigh,
grumble or ignore a request for help.
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How can you be more courteous and helpful?

m
How we serve our internal and external customers is just as important – if not more
a
important – than what we do to help them. Having the right attitude is essential to
establishing rapport with the team.
ar
Click on the tabs for some examples of having the right attitude.
aj
Be profe ssiona l
Regardless of how you might be feeling, how difficult the team member may seem, or how
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impossible their request, always be professional. Never raise your voice, argue, complain,
or blame your colleague.
Be c ourt e ous
Be courteous when helping team members or receiving help from them.
• Smile at them.
• Give them your undivided attention.
• Use their name if you know it.
• Excuse yourself if you need to leave them for a duration of time. If they need to wait for
you, explain why and apologise.
• If a colleague complains about something you have done, use this as an opportunity to
demonstrate your professionalism by being courteous and sympathetic to their needs.
• Show your gratitude, and genuinely thank team members who have helped you.
• Use the magic word. It is amazing how many people forget to say ‘please’ in the
workplace. When asking for the help of trainees or anyone else, ask politely.
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• If you need to interrupt a conversation to ask for help, do your best not to be intrusive.
Remember to say ‘Excuse me’ and apologise for the interruption.
Be he lpful
Be positive and kind when meeting the needs of your team. Never be negative, hostile or
aggressive.
• Share your ideas and opinions with the team. Even if you feel others know more than
you, take the risk and say what you think anyway. Don’t withdraw or remain silent
during team discussions.
• Be prepared to pitch in and do tasks that help the team achieve its goal. Don’t leave
others to do all the work when you are finished yours.
• If you see a team member who needs assistance, help them with their tasks without
having to be asked
• Listen to the ideas of other team members. Don’t dominate discussions so no one else
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has the opportunity to give input.
•
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Respect others’ ideas and opinions. Never criticise or judge them.
Undertaking extra tasks pa

eu
Tasks are the specific things an individual or a workgroup does to achieve goals and
objectives. Your tasks may be routine, rostered or non-routine. Be sure you know what
you’re responsible for in your daily routine – and do it.
N
Then, undertake extra tasks to help others.

m
Click on the pictures to see extra tasks you might undertake in your workplace.
I nt e ra c t ing w it h c ust om e rs
a
•
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Greeting customers
• Assisting them with products or services
• Answering questions
aj
• Dealing with complaints

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Ope ra t ing point of sa le

• Processing payments and refunds
• Balancing register with receipts
Packaging goods
I nt e ra c t ing w it h supe rvisors a nd ot he r st a ff m e m be rs

• Reporting problems to supervisor
• Clarifying instructions
• Observing scheduled breaks
• Assisting other team members
• Working within required timeframes
23 2016 Edition
H a ndling t he t e le phone
• Taking orders
• Arranging deliveries
• Taking/relaying messages
• Transferring calls to the correct department
Orga nising a nd m a int a ining w ork a re a s

• Keeping your business tidy and clean
• Vacuuming and wiping, sweeping, mopping as required
• Receiving and storing deliveries appropriately
• Following WHS regulations
M a int a ining m e rc handise a nd displa ys
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• Putting up and stacking items in displays
•
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Stocktaking
• Restocking shelves, fridges, bins, etc.
• Attaching price tags to merchandise/shelves
pa
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Explaining
Of course you want to help your team mates by undertaking extra tasks and you want
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them to do the same for you. But be careful!
Click on the narrator to find out why.

m
When team members work outside their normal responsibilities, it’s important to clearly
explain what needs to be done. If you do tasks incorrectly, your actions could be more
a
hindrance than help!

ar
You know you’ve explained something clearly if the other person can repeat it in their own
words. Check they’ve understood you by asking them to paraphrase what you’ve said. If
aj
there are any gaps in understanding, clarify them before you continue.
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Likewise, if you don’t understand something someone has explained to you, get
clarification. Click to the next screen to find out more.
Clarifying
Ask questions to clarify other team members’ explanations. For example, if you don’t
know what a word means or exactly what to do, ask!
Click on the icon to read an example from Trish who works in a baby wear store.
Earlier you asked if I could unpack the new season’s range of infant clothes including the
onesies. I’m not sure what you meant by onesies. Are they the all-in-ones or the rompers?
Also, you mentioned something about a display near the entrance. Did you want me to set
up the display stand right here near this entrance? Or replace the stock on the existing
stand over there?
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Hot tip
It’s a good idea to ask yourself a few questions about the task. This ensures you clarify
exactly what’s required. Let’s look at some of these on the next screen.
Asking questions to clarify

You may think that asking questions will annoy your supervisor and co-workers. However,
it’s more likely that you’ll annoy people when you don’t ask questions! Learn to do things
right the first time by considering some important questions first.
Click on the pictures to find out what they are.
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Why do I ne e d t o c arry out t he inst ruc t ion?
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Understanding why you need to do something, its importance, and who might be affected,
pa
etc. helps you to determine how to approach the task.
Do I ne e d t o do it in a pa rt ic ula r w a y?
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• Are there established policies or procedures you need to observe to do your task
correctly?
• Will how you do it affect the result?
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• Do you need someone to show you how?
I s t he re a t im e fra me ?
m
You need this information for planning purposes.

a
H ow urge nt or im port a nt is t his?

ar
This question helps you plan and prioritise.

aj
Do I ne e d t o w ork w it h or k e e p ot he r people inform e d?

This helps ensure you understand and observe any important lines of communication and
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work together as a team.
Solving personal problems with team members

How you handle personal problems could make the difference between your team being
successful or not.
Click on the dot points for some problem solving tips.

 Explain specifically what you saw the person do or heard them say.
 Describe how you felt about what the person said or did and explain why.
 Begin your description with ‘I’ rather than ‘you’. ‘I feel annoyed when you’re late for
meetings because it wastes everyone’s time’ rather than, ‘You’re always late for
meetings.’
25 2016 Edition
 Give the person the opportunity to respond. There may be reasons for their
behaviour. If so, empathise and take them into account.
 Propose a positive course of action. Describe what you’d like to happen and why.
‘I’d appreciate you being on time for meetings so we aren’t left waiting for you’.
 Agree on a course of action together. Remember, you may need to negotiate, give
and take. Perhaps you need to start meetings later to accommodate your co-
worker’s bus timetable!
In a nutshell
All problems with internal and external customers are an opportunity to improve. This
turns a potentially negative experience into a positive one. You’ll learn more about how to
make decisions together as well as deal effectively with issues, problems and conflict in
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section 3.
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Providing encouragement and feedback
pa
No one likes to be the one to deliver bad news. If you find yourself in this position, plan
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what you’re going to say and how. Then, make sure it goes down easily by providing it in
a feedback sandwich!
N
Click on the tabs to find out more.
Com plim e nt
m
Identify something positive about what the person did.

a
‘I really appreciate how you worked extra hours and pitched in to help finish that project.’
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Give fe e dba c k
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Let the positive statement sink in for a moment so the person is receptive. Then give
constructive feedback in a firm, friendly way.
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‘We didn’t understand how you filled in your timesheet.’
Avoid saying, ‘But next time fill in your timesheet correctly.’ This cancels out the
compliment you gave at the beginning!
Give a sugge st ion for im prove m e nt

Offer your assistance to put the person on the right track.
‘Let’s go over how to correctly put overtime in your timesheet.’
Enc oura ge
Present a positive outlook for the future.
‘Now that you know how to complete the timesheet, Linda in payroll will be happy, and
you’ll get the pay you deserve for all that overtime!’
2016 Edition 26
Where are we going?

Imagine being asked to find a specific part of the room while blindfolded and without any
guidance. It’s exceptionally difficult!
The same is true in business. You could be the most talented and supportive team in the
industry, but if you don’t have clear targets, the road to success will be bumpy.
Click to the next screen to find out how you can set goals for success.
SMART goals
Make sure you, your team and department have goals to aim for so you hit your target –
every time. Let’s look at how the cleaning team from a hospital are learning how to set
SMART goals for themselves.
e
Click on the tabs to find out what a SMART goal consists of.
n
S Spe c ific
pa
Goal is clear and related to a particular subject.
eu
We reduce the number of hospital acquired infections.
M M e a sura ble
N
Goal is easily quantifiable in terms of dollar amounts, percentages, numbers of

increased sales, reduced customer complaints, etc.
m
We reduce the number of hospital acquired infections by 90%.
A Ac hie va ble
a
Goals are challenging, yet realistic.

ar
Reducing the number of hospital acquired infections by 90% is too ambitious.

It’s nearly impossible and would discourage staff. Adjust goals to make them
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more attainable and motivating.

R
We reduce the number of hospital acquired infections by 10%.
R Re le va nt
Goals are connected to the work people do.
You wouldn’t give the security team the goal of reducing the number of
hospital acquired infections. It has nothing to do with their job.
T T im e fra m e d
Set a specific date for reaching the goal.
If your team has a lot of synergy, you can reach goals very quickly once you
clarify them. Open up the possibility of crossing the finish line earlier than
expected by adding ‘or sooner’, ‘or earlier,’ ‘if not before’.
We reduce the number of hospital acquired infections by 10% by the end of

January or sooner.
27 2016 Edition
Hot tip
Wherever you work, create motivating, inspirational goals which support the organisation’s
mission. Write goals in the present: ‘We provide high quality health care.’ Don’t write goals
in the future: ‘We will provide high quality health care’. If you do, they may always be just
out of reach.
The chain effect

A team is only as strong as its weakest link. Your team depends on everyone’s
contribution – including yours.
Involve yourself in and actively contribute to the goal-setting process. Voice your opinion
and listen respectfully to others during planning meetings. Then, consult with your team
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on a regular basis as you all take responsibility for completing your individual tasks.
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The greater your contribution, the more likely your team will succeed. Let’s look at what
your contribution might be on the next screen.
pa
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Contributing to workgroup goals and tasks
For teams to reach their goals, everyone must have input into creating them – including
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you. Check that the goal is SMART and that everyone is clear on it before you move
forward.
m
Click on the balls to learn how to achieve team goals through active contribution.
a
I de nt ify t a sk s
ar
Participate in brainstorming activities, and help list exactly what the team needs to do to
reach the goal.
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Priorit ise t a sk s
Work together to put tasks which need immediate attention ahead of those that can wait.
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Cre a t e t im efra m e s
Decide when you need to complete each task, keeping the big picture in mind. Agree on
timeframes. Make sure everyone is comfortable with them and feels they are achievable.
De le ga t e t a sk s
Agree on who is going to do each task. Negotiate, compromise and communicate
respectfully to ensure team members are happy with their tasks and feel they have the
necessary skills to do them.
M onit or progre ss
Attend regular meetings to check individual and team progress towards deadlines to make
sure everyone completes their tasks on time. If someone is behind, offer assistance and
help them. Focus on solutions rather than blaming or criticising.
2016 Edition 28
Ove rc om e obst a c les

Work together to overcome problems or difficulties. Trust, support and respect each other.
Com m unic a t e
Communicate openly and keep team members informed about changes so everything
runs smoothly. Click to the next screen to find out what can happen if you don’t share
information at work.
What happens if you don’t share information?

Failing to pass on important information has a direct negative impact on team members,
workplace practices and procedures, and the business as a whole.
Click on the workers and see if you can identify with any of their situations.
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‘What do you mean you knew she wasn’t following WHS practices? Now she’s seriously
injured herself. What were you thinking?’
pa
‘Message? What message? No one told me you weren’t coming in. Who did you leave the
message with?’
eu
‘Why didn’t anyone tell me the conference was cancelled? I’ve already purchased the
keynote speaker’s airline ticket and put deposits down on the venue and catering. What a
waste of money!’
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‘Where is everyone? They’re in a meeting? I didn’t know we were having a meeting. Am I

m
late?’
‘Has the power point presentation been prepared for tomorrow’s meeting? Does anyone
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know? Why doesn’t anyone communicate around here? How am I supposed to get
ar
anything done?’
aj
Why share information?

R
Sharing information is an important part of contributing to workgroup activities. Your team

mates depend on you to pass relevant, up-to-date details so they can do their jobs
efficiently.
Click on the dot points to see why you need to share information.
 Ensures you meet designated goals
 Ensures you maintain high standards
 Minimises conflict between team members
 Improves efficiency
 Increases profits because you reduce errors and save energy, time and money
 Enhances customer service when customers can rely on staff to accurately record,
communicate and act on the information they provide.
29 2016 Edition
What information should you share?

There’s no simple answer. Use your judgement and share any relevant information that
might do the following.
• Help your workgroup meet their designated goals

• Acknowledge satisfactory/unsatisfactory performance
• Assist colleagues
• Clarify the organisation’s preferred task completion methods
• Encourage colleagues
• Open up communication channels
• Reduce workplace hazards
• Help control risk
• Impact on the smooth functioning of everyday operations
• Improve products and services
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• Help management make decisions
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• Impact on any team member’s role, safety or productivity
• Improve standards of work or team efficiency
• Minimise customer complaints.
pa
eu
Identifying opportunities for improvement
Technological and other advances don’t happen by chance. They come from innovative
N
ideas from workers just like you. To identify better ways of working, liaise with your team
to challenge assumptions (glossary).
m

a
Work proc e dure s

ar
You don’t need to do things as they’ve always been done. Find a way to do your tasks
better, faster, easier or cheaper. Then, share your strategies so your team can improve.
aj
Remember to review and make updates to procedures in line with industry and community
changes too!
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Produc t s a nd se rvice s
How could you improve products and services? Ask your customers! Discover what they
want and what they have difficulty finding. Then, provide it.
This makes your business more competitive.
Syst e m s
Your business uses electronic or manual systems to control some of the following on a
regular basis.
• Stock movement
• Purchases
• Staff training
• Rosters
• Deliveries
• Accounts
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Are your systems the best and most efficient available? If not, improve them!
M a t e rials a nd t ools
What materials and tools do you use in your organisation?
Are they the only ones available? Or do other businesses in your industry have ones that
may be more profitable and efficient to use in the long run?
What are you doing manually that you could be doing electronically?
Work ing c ondit ions

It’s easy to think of ways to make your working conditions better!
Change the physical working environment – crowded areas, poor lighting, unsatisfactory
security equipment, no break room for staff, etc.
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• Consider hours and flexibility of employment – issues related to shift work, breaks,
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leave entitlements, flexible hours, work from home arrangements, etc.
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• Deal with sexual harassment, discrimination or workplace bullying.
• Identify WHS concerns – improper manual handling procedures, mechanical, physical,
chemical and biological hazards, improper hygiene/infection/pest control, lack of
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appropriate PPE, work-related fatigue, psychological stress, etc.
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Note...
m
When planning strategies for improvement, liaise with your work group and remember to
keep the long-term goals of both the business and the team in mind. One of the best ways
to improve your work group is to improve yourself!
a
ar
Career planning and development

aj
Click on the narrator to find out about career planning.

R
Think about major life decisions you’ve made or projects you’ve undertaken – buying a
house, taking an overseas holiday, getting a driver’s licence, racing in a marathon. You
can’t achieve personal goals like these without forward planning.
The same is true of career goals. People who make an active contribution to their team,
workplace and society don’t do so by accident. They have a game plan. They know where
they are, where they’re going, and how they’re going to get there.
1. Where are you?

To find out, analyse your existing personal, professional and educational strengths across
a broad range of areas.
Click on the magnifying glasses for examples.
31 2016 Edition
Pe rsona l
• Communication skills
• Personal qualities – reliability, trustworthiness, determination, compassion,
enthusiasm, confidence, etc.
• Organisational skills
• Language skills
Profe ssiona l
• Abilities necessary to your industry
• Experience in the industry
• Knowledge of your industry
• Familiarity with industry processes and procedures
Educ a t iona l
e
• Certificates
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• Diplomas
•
•
•
Courses undertaken
Apprenticeships completed
Workplace training undertaken pa
eu
2. Where are you going?
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What do you want to achieve in twelve months, five years or even ten years?
m
What’s your vision for the future?

a
Write it down, record it or draw it in detail.

ar
Sue works in hospitality.

aj
Click on the icon to see Sue’s vision for the future.

‘In ten years, I’m head chef of a restaurant. I can see myself in my uniform and hear the
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sizzle of veggies hitting the wok! The curries smell so spicy and delicious that customers’
mouths water as they walk in the door. I feel so happy and satisfied as I plate up my tasty,
perfectly presented dishes for all to enjoy. I love it! Everything I do from here on is about
achieving this goal.’
3. How are you going to get there?

Once you know where you are and where you want to be, you’re left with a ‘gap’.
Click on the narrator find out what the ‘gap’ is.

The gap is all the knowledge, skills and experience you need to get from where you are
now to where you want to be. A self-development strategy requires you to plan and act
here and now to achieve your goals later.
2016 Edition 32
If you want to finish a course, set deadlines for getting your practical experience and
completing units of study. If you’re planning your career, list courses you need to do and
when you’ll need to start and finish them. Set workplace goals and plan for future
promotions.
There are lots of ways to fill the gap. Click to the next screen to learn all about them.
How can you fill the gap?

There are many strategies for self-improvement – self-study, training, assessments,
appraisals, work experience, Internet research, etc.
Click on the icons to review some of the many options available to you.
Se lf-st udy
e
You don’t necessarily need to attend a training course to learn how to use new
n
equipment. Read manufacturer and product manuals to advance your skills. This will give
you the technical knowledge you need to select and use technology appropriate to the
tasks you undertake in your role.
pa
You can also read books to gain skills in communication, management, customer service,
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IT, etc.
Proc e dure s a nd polic ie s

N
Learn more about systems or processes by reading procedures, policies and standards.
They contain information about everything that goes on in your business. Be sure to keep
m
up to date with IT so you can use any computer technology related to your job.
You can search by topic and find information related to your job role, responsibilities and
a
department. Understanding where you fit in can help you improve your performance and
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overall contribution.
M a ga zine s
aj
Trade magazines contain information about your industry, changes in legislation, new
developments, innovative techniques, equipment reviews and advertisements.
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They also let you know what other establishments are doing, so you can keep up with
emerging trends.
Com put e rs
Whatever you want to improve on, you’re sure to find it by researching on the Net –
courses, changes to legislation, information on international competitors, consumer trends
and developments. The list is endless!
Pe ople
Not sure how to do something? Ask someone to show you!
Demonstrations can be informal, quick and simple, or formal, lengthy and complex –
depending on what you need to learn.
33 2016 Edition
You can learn a lot through others. Take advantage of work experience and exchange
opportunities to learn the technological and other skills necessary to choose equipment
appropriate to the tasks at hand.
Course s
You can’t always learn everything you need to know from the workplace.
You might need to also attend a long- or short-term course. Be careful! And ask some
questions before you enrol.
• Are the outcomes relevant to your needs and goals?

• Is the training provider a reputable company and fully resourced to cater to your
needs?
• What do you get upon course completion? Is it skills and knowledge alone or a
recognised qualification/certificate?
• Can you do distance learning so you can choose your own study hours to
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accommodate family or work commitments?
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Coa c hing
pa
A coach teaches you practical skills on or off the job. Anyone with the right workplace
skills and knowledge will do. They don’t have to be qualified trainers!
eu
A mentor usually observes your skills and behaviour as you work. They identify areas for
improvement. Then, they provide guidance, support, advice, useful tips and feedback to
help you acquire relevant skills – especially with regard to how to use new technology.
N
Both coaches and mentors are more skilled or experienced than you. However, they may
not necessarily be older or more senior in position.
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Work pla c e a ppra isals

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Workplace skills assessments and performance appraisals assess your performance,

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recognise your achievements and identify areas to address so you can improve.
They’re the perfect forum for discussing your strengths and weaknesses as well as
aj
sharing your personal and career goals. In fact, most personal development planning is
built into the performance appraisal system.
R
T ra ining
You might need to attend corrective training if you aren’t meeting standards, or if you have
behavioural issues. Corrective training isn’t punishment for poor work!
It helps you learn from your mistakes by teaching you the correct or more acceptable
standard of performance. Treat corrective training as you would any other form of training
and development – as an opportunity to improve.
Y ou
You might be surprised how much you know already! You may be able to get recognition
of current competence (RCC) for your existing skills after an assessment.
Y ou ha ve re a c he d t he e nd of se c t ion 2
Click to the next section to continue.
2016 Edition 34
3
Section 3:
Deal effectively with issues,
problems and conflict
• How to respect differences in personal values and beliefs.
• How to identify any linguistic and cultural differences in communication styles and
respond appropriately.
• How to identify issues, problems and conflict encountered in the workplace.
e
• How to seek assistance when issues, problems and conflict arise, and suggest
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possible ways of dealing with them, or refer them to the appropriate person.
Respecting differences pa
eu
Each person in your workgroup has their own personal ways of doing things. These
differences may be individual or cultural. Whichever the case, be sensitive and take the
time to understand them. They can and do influence the dynamics of a team. A little
N
respect can go a long way in developing relationships.
Click on the icons to learn some differences to be aware of and respect.

m
V a lue s a nd be lie fs
a
A team mate’s personal values or religious beliefs may influence their ability to do certain
ar
tasks, have certain food/drinks, or work particular days/hours. Be respectful of their needs.
T he va lue of t e a mw ork
aj
Some people and cultures naturally value teamwork. Others place more emphasis on
R
individual effort and recognition. Be respectful of such differences and take them into
account.
Work e t hic
Different people and cultures display a variety of work ethics. A consensus on the
essential nature of the term ‘work ethic’ – with a display of good will all round – can bring
greater strength and harmony to the team.
I nt e rpe rsona l a nd com m unic a t ion skills

Each of us has different degrees of interpersonal and communication skills. However,
team members whose first language is not English may need extra attention when
communicating goals, expectations, roles and performance standards.
35 2016 Edition
Define discrimination
How many ways can you think of to complete this sentence?
Discrimination happens when a person is treated differently to another person or group

because of their __________.
You’ve got 30 seconds to list as many options as you can.

People in your workgroup may have different gender, culture, background, personal
values, beliefs, etc. to you. Respect this diversity and treat everyone fairly.
This is not only important to developing good relationships with others – it’s the law! Find
out how to be more respectful of others over the next several screens.
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What’s discrimination?
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Discrimination occurs when a person receives unfair or preferential treatment, or is
subject to some form of prejudice because of their lifestyle, characteristics or association
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with certain people/groups.
Click on the icon to see reasons people are discriminated against.

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 Age
 Marital status
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 Religion
 Impairment
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 Pregnancy and maternity

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 Gender
 Gender reassignment
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 Race or cultural background

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 Sexual orientation or preference

 Parental status
 Political beliefs
 Trade union activity
 Associations
What are the legal requirements?

Most workers know that they have legal requirements to meet in addition to all the other
tasks at hand. One of the biggest questions people have is about anti-discrimination
legislation. If you’re not a lawyer, how are you supposed to know the finer points of anti-
discrimination laws and the nature of the respect you need to display to others in your
workplace?
2016 Edition 36
Click to the next screen to find out.
Anti-discrimination laws
There are seven federal Acts and comparable state laws that govern anti-discriminatory
practices in the workplace.
Click on the tabs to learn more about them.
Ra c ia l Disc rim ina t ion Ac t 1 9 7 5

It’s illegal to discriminate against people because of their race, colour, nationality or ethnic
origin.
Se x Disc rimina t ion Ac t 1 9 8 4
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It’s illegal to discriminate against people because of their gender, pregnancy, family
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responsibilities or marital status – single, separated, divorced or living in a domestic
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partner relationship.
Sexual harassment is also illegal under this Act.

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Priva c y Act 1 9 8 8
Workplaces must follow very strict guidelines concerning the use and protection of
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personal data they receive.
Disa bilit y Disc rimina t ion Act 1 9 9 2

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The rights of people with some degree of disability are protected by this Act. The
disabilities include the following.
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• Physical
• Neurological
• Intellectual
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• Psychiatric
• Sensory
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• Learning
• Physical disfigurement
• The presence of a disease-carrying organism in the body, such as HIV
Work pla c e Ge nde r Equa lit y Ac t 2 0 1 2

The principle underlying this Act is to promote gender equality in Australian workplaces.
Age Disc rim ina t ion Ac t 2 0 0 4

It’s illegal to discriminate against someone because of their age.
37 2016 Edition
Aust ra lia n H um a n Right s Com mission Ac t 1 9 8 6

The implications of this Act are far reaching. They include much of the other acts plus
more. It’s illegal to discriminate against people because of the following.
• Age
• Gender
• Colour
• Marital or parental status
• Lawful sexual activity or preference
• Pregnancy
• Race or cultural background
• Nationality or religion
• Political beliefs or trade union activity
• Medical or criminal record
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• Mental, intellectual, physical or psychiatric impairment or disability
• Their association with a person who has any of these attributes
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Confronting discrimination
pa
eu
I work as a trainer in the education industry. We have a culturally diverse staff and
customer base. I’m a little worried about what I can say or do at work.
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I certainly don’t want to offend anyone. I want to respect everyone’s personal values and
beliefs so I can develop positive relationships – and support my work team and students.
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My workplace is conducting training on the following.
• Celebrating diversity
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• Respecting diversity
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• Breaking down prejudice

• Communicating respectfully
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Let’s learn more about these topics over the next few screens.
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Celebrating diversity in the workplace

Diversity allows us to share and experience new ideas and ways of doing things.
Celebrating diversity in the workplace is not simply about employing people from different
backgrounds. It’s about embracing peoples’ differences and managing them so they
benefit workers, customers and the organisation.
Click on the check boxes to find out what diversity relates to.
 Race, cultural background and religion
 Language
 Gender
 Age and generation
 Special needs
2016 Edition 38
 Sexual preference
 Impairments
 Life and work experience
 Family structure
 Educational level
 Family responsibilities
 Socio-economic background
Respecting diversity
‘We are one, but we are many, and from all the lands on Earth we come.’
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We live in a culturally diverse country. We have different backgrounds, experiences and
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perspectives. Respecting your staff, team members and customers means recognising
their worth, qualities and abilities.
pa
Click on the dot points to see how you can display a respectful attitude.
 Value the opinions of people from different backgrounds.
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 Listen to and attempt to accommodate people’s diverse needs.
 Value input from people with different backgrounds, qualifications and experiences.
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 Take the time to understand and accommodate people with special needs.
 Recognise and value the contributions of people from different cultures.
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Breaking down prejudice

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Everybody has a duty to embrace diversity in the workplace. Any form of prejudice
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(glossary) is simply unacceptable.
Click on the prejudicial comments to remove them.

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‘Women shouldn’t work. They should be raising children.’
‘All fat people are lazy. You can’t rely on them to do hard work.’
‘Homosexuals shouldn’t be allowed to work with other people.’
‘People with a mental illness are prone to violence.’
‘Old people have no idea what goes on in the real world.’
‘He’s got tattoos all over and a nose ring. He must take drugs or be part of a gang.’
All of these prejudices are examples of false, unjust and discriminatory attitudes. Once
you remove them, the group can unite and foster respect.
39 2016 Edition
Communicating respectfully
Not everyone communicates in the same way. Identify situations where you may have
linguistic or cultural differences to others so you can be more conscious of your
communication style and respond appropriately.
Click on the pictures for some tips on communicating respectfully.
T ip 1
Avoid language or terms others might find offensive.
• Many people object to being referred to as ‘love’ or ‘dear’.

• Never use slang referring to a person’s ethnic origin or colour. This language is
offensive and condescending.
• Never use slang demeaning a person’s age or disability.
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T ip 2
Avoid making judgments or assumptions about others based on their appearance, age,
gender or race.
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• Don’t assume women lack technical knowledge about electronics, hardware, cars, etc.
eu
• Don’t assume that only older people or men can be managers.
T ip 3
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Use inclusive language.

m
This means referring to the possibility that a male or female can carry out a certain role –
particularly if the person is unknown to you.
a
For example, ‘I’d like to make an appointment with your manager. Is he or she available at
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2.30?’
It also means using gender neutral language.

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• Sales assistant – not salesman

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• Delivery driver – not deliveryman

• Store cleaner – not cleaning lady
• Workforce – not manpower
• Hand-made or manufactured – not man-made
T ip 4
Show respect for others through your facial expression, body language and tone of voice.
Sarcasm, condescension and feelings of superiority can accidentally be communicated in
this way. Always communicate in an open, positive friendly way and in a manner that’s
appropriate to cultural differences.
T ip 5
Communicate carefully with people who speak English as their second language.
• Avoid using slang.

• Don’t use sarcasm.
2016 Edition 40
• Speak clearly. Don’t raise your voice or speak too fast.

• Use simple words and short sentences.
• Check that you are understood by looking for non-verbal indicators (a nod or smile)
and clarify meanings if necessary.
• Be aware of your own communication style, such as use of humour and rules of
politeness. All cultures have their own style. Be careful that your style isn’t offensive to
someone from a different culture.
• Avoid technical jargon.
• Avoid humour. What you think is funny may not be funny to others.
Use non-verbal actions to help explain words or phrases. But be careful! This can create
problems, too. Find out how on the next screen.
Respecting different cultures’ body language
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Gestures vary from place to place and different cultures interpret them differently. When
n
dealing with people from other countries or whose first language isn’t English, use body
pa
language appropriately.
Click on the tabs to find out more.

eu
Point ing a n inde x finge r
People in some countries point an index finger to attract someone’s attention or show
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directions. However, in some Asian countries this is considered impolite.
T hum bs up
m
Thumbs up can be a positive way to indicate a job well done. However, in many countries
it is the same as the middle finger, so keep your thumbs down please!
a
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OK
In some countries touching the index finger and thumb together means ‘OK’ or even
‘great’.
aj
However, in some European countries, it means zero and has a negative connotation. For
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the Japanese it means ‘please give me change’. To make things even more confusing,
this gesture can be quite an offensive insult in some cultures.
Again, use caution with this one.
Pa t t ing or t ouc hing som e one ’s he a d

In Australia, people touch or stroke each other (especially children) on the head as a sign
of affection. However, for Indians and Malays this is not acceptable. They believe this part
of the body to be sacred.
Com e he re
In some countries, placing your hand palm up and curling your fingers towards you is a
way to get people to come your way. However, in other countries this gesture is only used
for animals. People are called with the palm facing down.
Be aware of this when guiding customers through your workplace, directing delivery
drivers or any other situation where you are calling people towards you.
41 2016 Edition
Crosse d a rm s
Crossed arms indicate that a person is closed and not willing to listen. Keep your arms
open and uncrossed to demonstrate your willingness and availability to customers and
colleagues.
Identifying issues and problems in the workplace

Click on the workers to see problems they’re having in the workplace.
Pe rsona l disa gre e me nt s

‘Who’s more important? My family? Or his soccer team? Our manager approved his
leave, but not mine. So unfair! Everyone took sides. This leave time issue is an ongoing
problem which has a serious effect on team performance.’
e
Grie va nc e s
n
‘We discovered we all had different rates of pay for doing the same job. It was a disaster
pa
for morale. Teams suffer when workers have grievances with an aspect of their
employment – pay, job requirements, work conditions, collective bargaining agreements,
etc.’
eu
N ot m a int a ining st anda rds
‘Our new team member, Rita, just doesn’t care about maintaining high standards. We’re
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always apologising for her sloppy work and fixing up her errors. We‘re tired of working so
hard to compensate for her laziness. It’s a constant issue among us.’
m
Com m unic a t ion brea k dow ns

‘Working in a culturally diverse workplace has many benefits, but can also be a source of
a
conflict. Our workgroup has experienced communication breakdowns between people of

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different generations, countries and religions.’
V iole nc e
aj
‘Our new kitchen hand is really hot-tempered and doesn’t know how to handle conflict.
He’s punched the wall in a rage a couple of times. No one likes working with him. We’re
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afraid of what he might do.’
Bullying
‘I sometimes have problems with spelling. My team thinks it’s funny to constantly ridicule
me about that. They even forwarded one of my emails around work so everyone could
laugh at my mistakes. I felt so humiliated. They mimic the way I talk and all get up to leave
when I try to join them for lunch.’
Disc rimina t ion

‘I’m the only woman on the team, so it’s my responsibility to make everyone coffee, do the
washing up and answer the phone. They say women are better at all those things, and
they’re putting my skills to good use. I didn’t go to university to learn to make coffee!’
2016 Edition 42
Identifying causes of conflict

Conflict is a disagreement over an issue or problem – usually caused by communication
breakdown. When you’re angry, frustrated, disappointed or scared, these negative
emotions affect how you communicate.
Click on the question marks to identify the primary causes of conflict.
? The content of the message – the actual words used

? How the sender delivers the message – tone of voice, facial expression, body
language, etc.
? How the receiver responds to the message – defensive, negative, critical, etc.
e
Note...
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You’ll learn more about communication skills to help resolve conflict at the end of this
pa
section. For now, click to the next screen to prevent conflict occurring.
eu
Identifying warning signs of conflict
A shaken bottle of coke explodes if you open it quickly. Usually, there is a warning hissing
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sound first. Likewise, there are warning signs before a small problem erupts into a full
blown, explosive conflict.
m
Click on the employees to learn which signs to watch for.

a
Obvious signs
ar
You can tell just by looking that the person isn’t happy about something.
• Agitation or irritation in their facial expression – a long stare, angry look

aj
• Angry, aggressive, closed body language and gestures

• Hostility, anger or resentment in their tone of voice
R
• Raised voice
• Choice of words
Subt le signs
Conflict is less obvious when people bottle up their emotions to avoid the problem.
However, these emotions remain and continue to influence behaviour until the problem is
resolved.
Here are some subtle signs to look out for.
• Avoiding interaction with others

• Lack of cooperation or participation
• Working below capacity
• Inability to speak calmly
• Being unusually quiet, cool or calm
43 2016 Edition
Help and advice are always available

The best part of working in a team is that you are never alone. You can always seek
assistance from workgroup members when issues, problems and conflicts arise.
Why se e k he lp a nd a sk for a dvic e ?

Failing to ask for help or advice could result in the following.
• Increased work stress

• Failure to meet goals and deadlines
• Decreased service standards
• Lower safety standards
• Poor job performance
• Job loss
e
But how do you know when it is OK to ask for help or advice? Click to the next screen to
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find out.
When should you ask for help or advice? pa

eu
Some people think that asking for help or advice is embarrassing. In reality, requesting
assistance could save you the embarrassment of doing a job completely wrong!
N
Click on the tabs to find out when it’s appropriate to ask for help.
Y ou’re unsure of t he t a sk
m
Ask for help or advice when you’re not sure exactly what to do or you haven’t been trained
to do a task.
a
ar
Y ou’re una ble t o c a rry out t he t a sk a lone

Sometimes you need help or advice to carry out tasks for safety reasons or because you
aj
haven’t been trained to do so. Ask for assistance in these situations.

R
Y ou’re una ble t o c om ple t e your w orkloa d

Ask for help or advice if you mightn’t be able to finish a task before your shift ends or in
time to meet a deadline. This may happen due to interruptions, or because the task was
bigger or more time-consuming than you or your supervisor originally thought it would be.
Dealing with conflict

Resolving conflict requires skill.
Click on the tabs to learn about the skills you need.
Be ope n a nd a w a re
• Try to see the issue from the other person’s point of view.
• Do your best to understand the different personality types and cultural backgrounds of
your workgroup.
2016 Edition 44
• Be aware of how your communication style might result in misinterpretation.

• Use openness and understanding to make sure your communication style doesn’t
offend or intimidate others.
Be c le a r
• Don’t assume that the recipient understands industry jargon or slang.
• Be specific about instructions.
• Listen carefully and ask for clarification if you don’t understand something.
• Paraphrase so everyone involved interprets the message correctly.
Be re spe c t ful
• Always respect team members’ ideas and opinions – even if you don’t agree.
• Act professionally at all times. Stay in control of your emotions.
• Don’t take differences of opinion personally. If someone disagrees with something
e
you’ve said or suggested, remember it’s the idea they don’t like – not you personally.
n
Be se nsit ive
pa
Understand that what is important to someone else may not be important to you – and
vice versa. Be sensitive when you can see that someone cares deeply about something –
even if you don’t understand why.
eu
Be empathetic in your tone of voice, body language and choice of words. This can have a
significant positive impact on the delivery of your message.
N
Be w illing t o c om prom ise

m
Team members won’t agree all the time. Compromise is about reaching a mutually
accepted resolution – a fair, practical solution which ensures that the job gets done on
a
agreed terms. To do this, everyone must openly discuss available options and decide on
the team’s best course of action.
ar
Let’s have a look at how to do this on the next screen.

aj
Dealing with issues and problems

R
There is a five-step procedure to appropriately deal with difficulties.
Click on the steps to find out more.
St e p 1 : Disc uss a nd de fine t he problem

Discuss the problem as openly and honestly as you can. While doing so, show respect
and empathy towards each person and consider their viewpoints.
Let everyone involved explain their perspective. This helps you gather the facts necessary
to define exactly what the source of the conflict is.
St e p 2 : Confirm t he proble m
Paraphrase and ask questions to make sure everyone agrees on what the problem is.
The problem is X. Is that right?
45 2016 Edition
The issue is X. Do we all agree on that?

The conflict is about X. Does everyone agree?
If anyone disagrees, go back to Step 1.
St e p 3 : Bra inst orm solut ions

Brainstorm solutions to resolve the conflict quickly and effectively. Give your input and
suggest possible ways of dealing with the problem appropriately.
‘I think we should…’
‘How about we…?’
‘What about…?’
e
‘Let’s…’
n
‘Maybe we should consider...’
St e p 4 : Agre e a nd t a k e a c t ion
pa
eu
Agree on the best solution – taking everyone’s needs and organisational constraints into
account.
Be patient. This process may take several weeks. Forcing solutions on people leads to
N
resentment. All parties must agree and do their part to achieve a positive outcome.
It’s important to take action and implement the solution. Don’t just keep talking about it.
m
St e p 5 : Follow up on out c om e s
a
Are you getting the result you wanted? Problems can re-appear if no one follows up on
ar
this! What seemed reasonable during the negotiation stage, may not be working.
aj
Take time to follow up on outcomes. How is everyone feeling? Are there signs of conflict
reappearing?
R
Referring difficulties to the appropriate person

Remember, problems are an opportunity to improve. You can often resolve issues
yourself before they start affecting the workplace.

You might be able to repair a relationship by speaking directly to the person concerned.
You could get back on track with your tasks by being resourceful or thinking outside the
box.
However, if the problem is beyond you, you may need to refer it to other colleagues, team
members, contractors, your coach, or your mentor. In some circumstances, you may have
to go directly to your line manager.
How do you know when to do this? Click to the next screen to find out.
2016 Edition 46
When should you refer difficulties to your manager?

No one wants to bother their busy manager. However, there may be situations when you
just have to.
Click on the checkboxes to find out what they are.

 Violence, bullying, discrimination or harassment is taking place.
 The health and safety of customers or colleagues is at risk.
 The solution falls outside your level of authority.
 The matter concerns a group of people or their action/inaction.
 You and your workgroup can’t resolve the problem yourselves.
 Others are ignoring organisational policies, procedures or standards.
 You need to formalise the problem in the form of a workplace grievance.
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Summary
pa
When you work effectively with others, team spirit abounds, as motivated staff help each
eu
other achieve outcomes. Everyone can feel the positivity, creativity and togetherness as
you all perform at your best to get the job done.
N
This helps ensure that your business – and Australian industries in general – not only
survive, but thrive well into the future.
a m
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aj
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47 2016 Edition
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GLOSSARY
Glossary
Word Meaning
Assumptions Things that we believe, take for granted, or assume are correct (even
though they may not be!).
Codes of Guidelines for fair dealing between you and your customers. They are
practice and usually established through consultation with industry representatives
conduct and the community.
Ethical What is considered morally ‘right’, including such qualities as

principles trustworthiness, openness, respect, responsibility, fairness, caring for
e
others, citizenship, transparency.
External External customers are those outside your organisation who purchase or
n
customers use your services or products – individuals, groups, suppliers, agents,
business people, etc.
Grey water
pa
Waste water generated from activities such as dishwashing, laundry and
showering that can be recycled and treated on site for uses such as
watering gardens and flushing toilets.
eu
Internal Internal customers are those inside your organisation. They benefit from
customers the work of other employees and are just as important as external
customers.
N
Organisational A graphical representation showing the various departments, positions

structure chart and lines of authority within the organisation.
m
Paraphrase Reword something spoken or written to make its meaning clearer.
Prejudice An irrational, unjust prejudgement or stereotype. Something a person

a
believes about individuals or groups of a certain gender, race, culture or

religion before establishing the facts.
ar
aj
R
49 didasko.com 2016 Edition

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Work Effectively With Others

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Work Effectively With Others

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Learner guide

Work effectively with others

Section 1: Develop effective workplace relationships .................................... 3

Section 2: Contribute to workgroup activities ............................................... 21

Section 3: Deal effectively with issues, problems and conflict ..................... 35

Ple a se not e t he follow ing c ondit ion

remains the responsibility of the training organisation to ensure it meets training

© 2016 Didasko Digital. All Rights Reserved.

All of the above – and more!

Section 3: Deal effectively with issues, problems and conflict

Develop effective workplace

In this section you will learn the following.

Who are your customers?

Click on the narrator to find out more.

Who are your workgroup members?

might participate on a team or be in charge of one!

Ot he r m e m be rs of t he orga nisa t ion

Where do you fit in?

Which team are you in?

Dist ribut ion t e a m

Distribution moves merchandise or stock from a warehouse to various establishments

induction, performance management, workplace discrimination, staff grievances, and

Work pla c e he a lt h and sa fe t y (WH S) t e am

Adm inist ra t ion t e am

A smaller establishment wouldn’t necessarily have this kind of support.

some general duties all workers should be aware of.

Click on the checkboxes to find out what they are.

 Follow ethical (glossary) principles and workplace behaviour.

 Do what your job description or employment arrangements require.

How do I know who does what?

• I was running late. Who do I ring?

Click on the dot points to find out why.

to report to and who can help you meet your responsibilities

Is every organisational structure the same?

No. Every organisation’s structure is different.

Identifying roles, responsibilities and duties

Click on the job titles to find out what these are.

• I run the organisation and all the departments within it.

• I review policies and procedures.

I’m Oliver – the supervisor of the department.

He might ask me to prepare a roster, interview a job applicant, or respond to a

• I am also responsible for overseeing the activities of staff under my control.

• We ensure all customers receive excellent customer service.

Good working relationships

You have 30 seconds to list as many as you can.

Click on the timer to begin.

How do you promote cooperation and good working

Click on the tabs to find out.

agree all the time? Of course not!

• Voice your opinions in a non-threatening way.

Pe rform t o a gre e d st a nda rds

Don’t let your team down.

• Make sure your standard of work is high.

H a ve a posit ive a t t it ude

• Share your ideas for improvement.

• Be determined to begin well and follow through on your tasks.

• Take active steps to help others.

• Be trustworthy and reliable.

Empathy is essential in any business. Listening actively and understanding why a

How do you create a sustainable work environment?

How does the waste management hierarchy work?

 It helps avoid disposal of waste that you could reuse or recycle.

 It minimises environmental risks.

Waste management hierarchy