TLIG107C - Work Effectively With Others - Learner Guide

TLIG107C Work
effectively with
others
Learner Guide
Contents
What this Learner’s Guide is about ........................................ 3
Planning your learning ........................................................... 4
How you will be assessed ...................................................... 6
Section 1............................................................................................. 7
Work with others .................................................................... 7
Section 2........................................................................................... 19
Contribute to the planning of the activity .............................. 19
Section 3........................................................................................... 29
Contribute to determination of appropriate work roles ......... 29
Additional resources ....................................................................... 33

TLIG107C Work effectively with others
Page 2 © Australian National Training Authority 2003

ADELG1037 Customised and developed by Armstrong’s Driver Education Pty Ltd August 2008
What this Learner’s Guide is about
This Learner’s Guide is about skills and knowledge required to work
effectively with others in a workplace including contributing to
determination of appropriate work roles, contributing to the planning
of activities, and working with others to complete the activities.
The Elements of Competency from the unit TLIG107C Work effectively
with others covered in this Learner’s Guide are listed below.
Contribute to determination of appropriate work roles
Contribute to the planning of the activity
Work with others
This unit of competency is from the Transport and Logistics
Training Package (TLI07).
© Australian National Training Authority 2003 Page 3

Customised and developed by Armstrong’s Driver Education Pty Ltd August 2008 ADELG1037
Planning your learning
It is important to plan your learning before you start because you may
already have some of the knowledge and skills that are covered in this
Learner’s Guide. This might be because:
• you have been working in the industry for some time,
and/or
• you have already completed training in this area.
Together with your supervisor or trainer use the checklists on the
following pages to help you plan your study program. Your answers to
the questions in the checklist will help you work out which sections of
this Learner’s Guide you need to complete.
This Learner’s Guide is written with the idea that learning is made
more relevant when you, the learner, are actually working in the
industry. This means that you will have people within the enterprise
who can show you things, discuss how things are done and answer any
questions you have. Also you can practise what you learn and see how
what you learn is applied in the enterprise.
If you are working through this Learner’s Guide and have not yet found
a job in the industry, you will need to talk to your trainer about doing
work experience or working and learning in some sort of simulated
workplace.

Section 1: Work with others
Are you able to: Yes No

1. give information clearly and concisely?
2. present a view/opinion appropriate to a
group discussion?
3. contribute positively to a group?
4. use appropriate procedures at meetings?
5. take follow up steps based on the decision
your team has made?
Section 2: Contribute to the planning of the

activity

1. complete the tasks you agreed to do?
2. contribute helpful information?
3. listen to and support others?
4. receive and carry out instructions
effectively?
Section 3: Contribute to determination of

appropriate work roles

1. identify work roles within your
workplace?
2. identify the appropriate person to
complete a task?

How you will be assessed
Assessment of this Unit of Competency will include observation of real
or simulated work processes using workplace procedures and
questioning on underpinning knowledge and skills. It must be
demonstrated in an actual or simulated work situation under
supervision.
You will be required to:

• demonstrate that you can follow instructions given to you
• demonstrate that you can give others clear instructions
• demonstrate that you can participate in a group activity.

Section 1
Work with others

Section outline
Areas covered in this section
Why do we have work teams?
What are work teams?
What are some features of teams?
What communication skills do you need to work well in a team?
How well do you communicate at work?
How well do you listen at work?
How do teams make decisions?
Why have meetings?
How do you follow appropriate meeting procedures?

Activity 1: Identifying workplace teams
Find out what kinds of teams operate in your workplace. (If you are
not currently working, complete this activity by interviewing
someone about their workplace.)
Using two examples of work teams in your workplace to fill in the
following table:
Question Team 1 Team 2
What is the team called?
How many people are in the team?
What are the main objectives of the

team?
Are members of each team all from

one section, or are they from various
sections?
How did things work before the team

was formed?
Do members feel that their team

works well?
In what ways?
Do members of the team feel that

there are any problems with the team
set up?

Why do we have work teams?
At the moment in Australia more and more industries and enterprises
are using work teams to increase productivity and efficiency. Teams
are not new. For years people have known that getting together to do
a job is much easier and more efficient than doing it on your own.
What are work teams?
A work team is a group of people who are working together to
complete a job. It's a bit like a sporting team where all team members
are working together to win the game. Footballers don't win the game
on their own. The team members depend on one another to get the
job done.

Activity 2: Finding out about when you work in teams
When do you work with others to get a job done?
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
Do you think of this as working in a team?
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
What other people at your workplace work in teams?
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________

What are some features of teams?
Teams are organised in different ways. Some teams have formal
leaders, some teams only exist for a week, some for a couple of years.
Some teams have regular meetings where they have to make decisions
and write them down. Other teams may be working together outside
to get a specific job done.
What communication skills do you need to work

well in a team?
You need to be able to:

• put your own views clearly
• listen to others
• think about other people and try to see things from their
point of view
• speak without putting other people's ideas down
• accept that you may not always be able to get your own
way
• commit yourself to the team's job.
The consequences of not working as a team can be very negative. If
you cannot co-‐operate with your work mates then:
• the quality of your work will suffer
• the business may lose customers and income
• staff may have to be laid off
• the workplace will be more stressful.
How well do you communicate at work?
When you talk to team members about a job you need to make sure
that you:
• think about what you want to say so that you don't waste
time
• check that the people are ready to concentrate on what
you have to say and are not busy with something else
• speak in words they can understand

• ask questions to make sure you have understood what

was meant.
We all get busy at work and forget about the importance of
communicating well.
Maybe you and your team have been trying to unload some freight
before the yard closes. Everyone is working fast and the boss comes
into the yard to make some changes about the next roster/shift. As
team leader, you just agree because you're too busy to stop. The next
day when the roster comes out a couple of the workers are angry
about the changes. You knew that they had made a special request,
but because you weren't really concentrating or listening, it didn't sink
in.
How well do you listen at work?
When you're working in a team, it's important that you listen to the
people you work with. Sometimes at work it's not easy to listen.
What are some of the reasons for this?
It could be that:

• there is a lot of noise in the room
• the other person doesn't speak your language
• you had a really late night and you're in a foul mood
• the other person had an even worse night and is in an even
worse mood
• you are not feeling well
• the other person has a mental/physical disability
• you had a previous (and difficult) discussion with the other
person and you now feel uneasy about having to
communicate further.
Clearly there are many possible barriers to good communication.

Working as a team involves understanding such barriers and trying to
overcome them.

Activity 3: Finding out about listening
How do you know that someone's listening to you?
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
What could you do if you realise they're not listening to you?
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________

For teams to work well you need to make sure people feel that they
can make suggestions without being ridiculed. On the other hand
people need to know that they won't always get their own way. The
idea of working in teams is to get everyone to contribute so that the
team comes up with the best way of doing things. The way people
treat each other can affect the efficiency with which the job gets done.
Why have meetings?
'Oh no -‐ not another meeting!'
Such a statement may often be heard when a meeting is announced.
It's true that many people believe that meetings are a waste of time.
This is especially the case if the meetings are badly organised or if they
happen too often.
However, it is also true that meetings are an important and often
essential way of communicating with others about the work we do. In
other words, a meeting or even a series of meetings may be a
necessary part of getting the job done.
If meetings are not held, or if they are badly organised, the work place
may quickly become chaotic. Without good communication (including
meetings) it is very easy for a situation to develop where one person
or department has no idea what another person or department is
doing or is meant to be doing.
Such chaos can result in inefficient and perhaps even dangerous work
practices. This in turn may lead to a downturn in business and perhaps
even to a loss of jobs.
Meetings are held for all sorts of reasons. They may be to:
• solve a particular problem
• plan future work
• monitor or assess the current situation
• consider changes to work practices
• plan a future meeting.
Perhaps you will be involved in a meeting that aims to:
• develop a new code of practice for handling dangerous
goods
• deal with a worker who has been turning up late and drunk
to work

• read through applications and organise interviews for a

new position of transport worker
• consider the latest union recommendations
• discuss and implement budget cuts
• raise the necessary funds to buy out the company
• plan the end of year Christmas party.
Meetings can be:

• long or short
• interesting or boring
• 'one-‐off' or 'on-‐going'
• on the premises or off the premises
• within a department or between departments
• informal or formal.
Informal meetings
Informal meetings are simply when two or more workers get together
and talk over a work related issue. Such meetings might happen:
• on the job
• over lunch in the canteen
• in the toilet (many key political decisions have been made
as a result of informal meetings between politicians in the
parliamentary bathrooms)
• at the pub after work.
Such meetings are useful as part of the on going communication or
'networking' within the organisation.
Formal meetings
A formal meeting:
• is usually planned in advance
• has someone chairing it and someone taking minutes
• has a specific agenda
• takes place in a designated area (such as a meeting room)
and at a designated time
• may have information distributed -‐ either before or during
the meeting -‐ that needs to be read as part of the meeting

• may involve those present having to vote on a particular

decision
• may require a certain number of people to be present for
decisions to be binding.
How do you follow appropriate meeting

procedures?
Meeting procedures are simply the rules that govern the way a
meeting is run. Procedures may include such things as:
• how much notice has to be given for the meeting
• how many people have to be attending for the meeting to
be considered legal
• recording who is present and who is absent
• distributing an agenda and any other materials that people
attending the meeting will need
• how issues are discussed and how decisions are made.
Meeting procedures are important because they:

• help keep the meeting focussed
• prevent the meeting from becoming a waste of time
• make sure records of decisions are kept
• provide structure and stability to the running of the
meeting
• help participants to be more prepared for follow-‐up
meetings.

Activity 4: Identifying your workplace meetings
Make a list of some formal and informal meetings that have

happened at your work place over the past three months.
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
Find out what (if any) meeting procedures exist in your work place.
Write them in your own words.
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________

Section 2
Contribute to the planning of the

activity

Section outline
Planning for the job
Working co-‐operatively
Planning for success
Receiving instructions

Planning for the job
What are the five W's?
When you first start to work in a team you need to plan how you are
going to get the job done.
Planning involves knowing and/or working out:

• what the job is that needs to be done
• who is to do the job
• when the job is to be done
• where the job is to be done
• why the job is to be done.
There are many jobs that require people to work together and plan as
a team rather than work separately as individuals.
If team members plan and co-‐operate the job is more likely to go
smoothly. It will also mean that the jobs are done more professionally
and efficiently.
If the team is not co-‐operating and if the planning is all over the place
then the job will probably never be finished.

Activity 5: Identifying co-operative work practices
Think of at least three different types of jobs/tasks that you have

been involved in recently.
Jot down what the job involved.
____________________________________________________
____________________________________________________
Jot down any planning that was necessary to do the job well.
____________________________________________________
____________________________________________________
What help did you get from other people?
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________

Planning for success
Almost every job requires some level of planning. Complex jobs
demand detailed and careful planning.
Planning involves:
• setting goals
• identifying necessary resources
• establishing a time line
• delegating tasks
• developing a work plan and breaking it down into
manageable steps
• developing a process for feedback, evaluation and open
communication.

Activity 6: Planning for major works
Read the following scenario:

The owners of the company where you work have decided to
upgrade their yard.
Imagine that you've been asked by the owners to prepare some
plans for the upgrade.
Get together with some colleagues and design the new yard.

Receiving instructions
When you are receiving instructions from someone in the workplace or
your trainer, it is important that you:
• ask for explanations of terms and steps that you do not
fully understand
• look at the person while he/she is speaking to you (in face
to face situations)
• perform the task to ensure that you fully understand what
you are to do
• write down the key points of the task so that you can refer
to these notes if you should forget
• read your notes back to the trainer to check you have fully
understood what is to be done.

Activity 7: How well are you able to carry out instructions

given to you?
This activity can be completed when you are given instructions by

someone in your workplace.
After the co-worker has instructed you to carry out a particular task
and you have then carried out the task, complete the following self-
evaluation.
Self-evaluation
What kinds of questions did you ask while you were being
instructed?
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
What might have been the results if you had not asked the
question/s that you asked?
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________

When you saw the demonstration of the task, what were you able
to learn from watching that you may not have been aware of had
you only been told?
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
Did you carry out the task as you were directed to? Yes/No
Was the person who instructed you pleased with the way you
completed the task? Yes/No. If no, why not?
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
What have you learned in this exercise about what to do when you
are receiving instructions from someone in the workplace to ensure
that you understand the task clearly?
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________


Section 3
Contribute to determination of
appropriate work roles

Section outline
Determine appropriate work roles

Determining appropriate work roles
The goal of the group discussion -‐ in other words, what your team
wishes to achieve from the discussion-‐ must be made clear to all group
members. The person who has the responsibility of leading the team
should make the goal clear to all members. If you are ever unclear
about the goal of a discussion, ask questions to find out what it is. An
example of a goal for a small group discussion may be to decide who
will take responsibilities for the different jobs in a group task.
It is important in small work group discussions that you listen carefully
to the contributions everyone makes to discussions about group work.
Follow these guidelines:

• don't interrupt other speakers -‐ allow people to finish
what they wish to say before you make your own
contribution
• be considerate of other people's opinions by listening
carefully and by seeking to understand their point of view
• see differences of opinion as something helpful rather
than as a problem. Differences of opinion help the group
to examine and identify things that may have been
overlooked
• contribute any ideas you have to help the group.
After a group discussion, it is important that each person is aware of
what role he/she will play to attain the group goal. For example, it may
be your role to get all equipment ready for securing a load, or to put
the equipment away. Make notes of what you are required to do so
you can refer back to these.
Each member must know what his/her role is and must carry out this
role in order for the group to function effectively and appropriately.
Only in this way can a job be completed on time and accurately.
Your role is important in group discussions and group tasks. In the
group, it is important to contribute what you can and to listen to the
other members' ideas. In a group activity, you need to know what role
you will play in completing the group task.


Activity 8: What small work groups are you involved in and

what is the role of each member?
Complete the table below on the small group tasks you are
involved in at your workplace.
Small group task People involved Each person’s role
Example: loading Supervisor Paperwork

truck
Truck driver Supervision of

loading
Me Load as directed

Additional
resources

The resources for this unit will be mainly ‘people centred’ and
include:
• your trainer
• other team members
• this resource
• your own observations
• discussion in the workplace.



TLIG107C - Work Effectively With Others - Learner Guide

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

TLIG107C - Work Effectively With Others - Learner Guide

Uploaded by

Copyright:

Available Formats

TLIG107C Work

Additional resources ....................................................................... 33

Page 2 © Australian National Training Authority 2003

What this Learner’s Guide is about

© Australian National Training Authority 2003 Page 3

Planning your learning

Page 4 © Australian National Training Authority 2003

Section 1: Work with others

Are you able to: Yes No

Section 2: Contribute to the planning of the

Are you able to: Yes No

Section 3: Contribute to determination of

Are you able to: Yes No

© Australian National Training Authority 2003 Page 5

How you will be assessed

You will be required to:

Page 6 © Australian National Training Authority 2003

Work with others

© Australian National Training Authority 2003 Page 7

Areas covered in this section

Why do we have work teams?

What are work teams?

What are some features of teams?

How well do you communicate at work?

How well do you listen at work?

How do teams make decisions?

Why have meetings?

How do you follow appropriate meeting procedures?

Page 8 © Australian National Training Authority 2003

Activity 1: Identifying workplace teams

Question Team 1 Team 2

What is the team called?

How many people are in the team?

What are the main objectives of the

Are members of each team all from

How did things work before the team

Do members feel that their team

Do members of the team feel that

© Australian National Training Authority 2003 Page 9

Why do we have work teams?

What are work teams?

Page 10 © Australian National Training Authority 2003

Activity 2: Finding out about when you work in teams

When do you work with others to get a job done?

Do you think of this as working in a team?

What other people at your workplace work in teams?

© Australian National Training Authority 2003 Page 11

What are some features of teams?

What communication skills do you need to work

You need to be able to:

How well do you communicate at work?

Page 12 © Australian National Training Authority 2003

• ask questions to make sure you have understood what

How well do you listen at work?

What are some of the reasons for this?

It could be that:

Clearly there are many possible barriers to good communication.

© Australian National Training Authority 2003 Page 13

Activity 3: Finding out about listening

How do you know that someone's listening to you?

What could you do if you realise they're not listening to you?

Page 14 © Australian National Training Authority 2003

Why have meetings?

'Oh no -­‐ not another meeting!'

'Oh no -‐ not another meeting!'