ICAITTW011B Participate in a team and individually to achieve organization goals

ICAITTW011B
Participate in a team and individually to achieve organization goals

Training Providers
DescriptionThis unit expresses competency required to work individually and with others in an organisation

Elements of Competency and Performance Criteria
Key Competencies Range Statement

Establish own work schedule

· Work to be completed is identified.
· Work is prioritised according to organisation guidelines.

· Urgent requests are prioritised and acted on according to organisational guidelines.

I work to be completed in the research that I have step of the procedure below:

The Seven Steps of the Research Process

The following seven steps outline a simple and effective strategy for finding information for a research paper and documenting the sources you find. Depending on your topic and your familiarity with the library, you may need to rearrange or recycle these steps. Adapt this outline to your needs.

STEP 1: IDENTIFY AND DEVELOP YOUR TOPIC

SUMMARY: State your topic as a question. For example, if you are interested in finding out about use of alcoholic beverages by college students, you might pose the question, "What effect does use of alcoholic beverages have on the health of college students?" Identify the main concepts or keywords in your question.

STEP 2: FIND BACKGROUND INFORMATION

SUMMARY: Look up your keywords in the indexes to subject encyclopedias. Read articles in these encyclopedias to set the context for your research. Note any relevant items in the bibliographies at the end of the encyclopedia articles. Additional background information may be found in your lecture notes, textbooks, and reserve readings.

STEP 3: USE CATALOGS TO FIND BOOKS AND MEDIA

SUMMARY: Use keyword searching for a narrow or complex search topic. Use subject searching for a broad subject. Print or write down the citation (author, title,etc.) and the location information (call number and library). Note the circulation status. When you pull the book from the shelf, scan the bibliography for additional sources. Watch for book-length bibliographies and annual reviews on your subject; they list citations to hundreds of books and articles in one subject area. Check the standard subject subheading "--BIBLIOGRAPHIES," or titles beginning with Annual Review of... in the Cornell Library Catalog.

STEP 4: USE INDEXES TO FIND PERIODICAL ARTICLES

SUMMARY: Use periodical indexes and abstracts to find citations to articles. The indexes and abstracts may be in print or computer-based formats or both. Choose the indexes and format best suited to your particular topic; ask at the reference desk if you need help figuring out which index and format will be best. You can find periodical articles by the article author, title, or keyword by using the periodical indexes in the Library Gateway. If the full text is not linked in the index you are using, write down the citation from the index and search for the title of the periodical in the Cornell Library Catalog. The catalog lists the print, microform, and electronic versions of periodicals at Cornell.

STEP 5: FIND INTERNET RESOURCES

SUMMARY: Use search engines and subject directories to locate materials on the Web. Check to see if your class has a bibliography or research guide created by librarians.

STEP 6: EVALUATE WHAT YOU FIND

SUMMARY: See How to Critically Analyze Information Sources and Distinguishing Scholarly from Non-Scholarly Periodicals: A Checklist of Criteria for suggestions on evaluating the authority and quality of the books and articles you located. If you have found too many or too few sources, you may need to narrow or broaden your topic. Check with a reference librarian or your instructor.When you're ready to write, here is an annotated list of books to help you organize, format, and write your paper.

STEP 7: CITE WHAT YOU FIND USING A STANDARD FORMAT

SUMMARY: Give credit where credit is due; cite your sources.Citing or documenting the sources used in your research serves two purposes, it gives proper credit to the authors of the materials used, and it allows those who are reading your work to duplicate your research and locate the sources that you have listed as references.

Participate in team structure

· Members and roles of team are identified.
· Tasks and goals are identified and acted on.
· Assistance is sought from team members when necessary.

· Feedback is given and received to ensure organisation goals are met.

THEERASAK's Company

Team Structure

Team StructureIn industry and elsewhere there is an increasing trend towards the use of teams to perform tasks. As a result, a common complaint coming from industry is that the current college graduates are inexperienced with working in a team environment. We in Briggs are taking every opportunity to give students some practice in forming and working in teams; as you will see, it is not as easy and natural a process as it may at first appear.

Some things to learn are:

- how to quickly establish a working relationship with strangers
- how to work with people even when there are some incompatibilities in personality
- how to assign responsibilities within the group
- how to be a contributing member of the group

I have found that the process works best when I assign teams; otherwise people tend to link up with friends and others of the same mathematical ability level. By the second class meeting I will have set up teams and assigned seating so that teams will sit together in lecture. Rather than lecture all the time, I will be encouraging active participation by having the class work through some example problems as teams. Every team member will be assigned a specific function:

- team leader This person guides the discussion and problem solving

- scribe This person reports the team attendance at each lecture and writes up anything handed in.
- communicator This person comes to me for additional help or clarification and ensures that everyone understands.

Team member and role of team

Leader : Leaders in the group are responsible for keeping the team meetings heading in the right direction. They are also responsible for maintaining group interaction and participation.

Time Keeper : The time keeper is responsible for remembering due dates and reminding the team of those dates. The time keeper also makes sure that the meetings remain efficient and productive.

Scribe: The scribe is responsible for note taking during the meetings. The scribe also types contact information and emails all the team members the needed materials.

Critical Evaluator: One or more team members will be responsible for critically evaluating the team’s ideas and work. This role will allow the team to create the best product possible.

Motivator: Another position that can be rotated throughout the team is the position of motivator. The motivator will be responsible for maintaining the team’s high spirits and helping to build cohesiveness.

Coordinator : This person will have a clear view of the team objectives and will be skilled at inviting the contribution of team members in achieving these, rather than just pushing his or her own view. The coordinator (or chairperson) is selfdisciplined and applies this discipline to the team. They are confident and mature, and will summarise the view of the group and will be prepared to take a decision on the basis of this.

Shaper : The shaper is full of drive to make things happen and get things going. In doing this they are quite happy to push their own views forward, do not mind being challenged and are always ready to challenge others. The shaper looks for the pattern in discussions and tries to pull things together into something feasible which the team can then get to work on.

Plant : This member is the one who is most likely to come out with original ideas and challenge the traditional way of thinking about things. Sometimes they become so imaginative and creative that the team cannot see the relevance of what they are saying. However, without the plant to scatter the seeds of new ideas the team will often find it difficult to make any headway. The plant’s strength is in providing major new insights and ideas for changes in direction and not in contributing to the detail of what needs to be done.

Resource investigator : The resource investigator is the group member with the strongest contacts and networks, and is excellent at bringing in information and support from the outside. This member can be very enthusiastic in pursuit of the team’s goals, but cannot always sustain this enthusiasm.

Implementer : The individual who is a company worker is well organised and effective at turning big ideas into manageable tasks and plans that can be achieved. Such individuals are both logical and disciplined in their approach. They are hardworking and methodical but may have some difficulty in being flexible.

Team worker : The team worker is the one who is most aware of the others in the team, their needs and their concerns. They are sensitive and supportive of other people’s efforts, and try to promote harmony and reduce conflict. Team workers are particularly important when the team is experiencing a stressful or difficult period.

Completer : As the title suggests, the completer is the one who drives the deadlines and makes sure they are achieved. The completer usually communicates a sense of urgency which galvanises other team members into action. They are conscientious and effective at checking the details, which is a vital contribution, but sometimes get ‘bogged down’ in them.

Monitor evaluator : The monitor evaluator is good at seeing all the options. They have a strategic perspective and can judge situations accurately. The monitor evaluator can be overcritical and is not usually good at inspiring and encouraging others.

Specialist : This person provides specialist skills and knowledge and has a dedicated and single-minded approach. They can adopt a very narrow perspective and sometimes fail to see the whole picture.

Finisher : A person who sticks to deadline and likes to get on with things. Will probably be irritated by the more relaxed member of the team.

Goals and Tasks of team

Goals

- Are what the user wants to do, but not how the user achieves them
- Do not to make any assumptions about the system interface
- Can be used to compare different interface design alternatives in a fair way
- Can be personal, practical, or false (don't focus on false goals!)

Tasks

- Describe the steps necessary to achieve the goals
- Can vary with the available technology
- Are broken down into steps for task analysis, and are recombined into sequence of steps for scenario development (next assignment)

Glossary

Team members
Variables may include but are not limited to: peers, supervisors and other members of the organization; people from a range of social, cultural or ethnic backgrounds; autonomy and responsibility of the team; responsibility of team members; life of the team.

Organization
Variables may include but are not limited to: organisational charts and work-flow guides; time line for tasks and goals; critical ratings policy.

Tools and resources
For time management such as, diaries, personal organizers.

Leadership
Leadership styles of team leader.

Client User
May be a department with the organization or a third party and so the relation and ease of access will vary.

Documentation and Reporting
Audit trails, naming standards, version control.

OH and S Standards
As per company, statutory and vendor requirements. Ergonomic and environmental factors must be considered during the demonstration of this competency.

Organizational Standards
May be based upon formal, well documented methodologies or non-existent. For training delivery purposes best practice examples from industry will be used.

Evidence Guide

Underpinning knowledge of

· Principles of ethical work practice for example, when participating in teams.· Roles and responsibilities of individual team members.
· General understanding of social and organizational systems for when participating in teams.
· Results orientated approaches, for example when establishing ones own work schedule.
· Organizational structure and Information Technology division structure so as to inform own and team work practices.
· General organizational strategic direction and values soas to inform own and team work practices.
· General work team processes and group dynamics for example, when participating in teams.

Underpinning skills in
· Decision making between a limited range of options, for example, when prioritizing work according to organization guidelines.
· Assertiveness, for example, when identifying team roles.

ICAITTW002B Communicate in the IT workplace

ICAITTW002B
Communicate in the IT workplace

On completion of this unit learners should be competent in promoting professional client support through verbal and non-verbal communication. This Unit incorporates a broad knowledge of OH & S principles, organisational Policy and Procedures and the ability to process information and establish contact with both internal and external clients.

This Unit includes:
- Establishing contact with clients

- Processing information

Glossary

Active Listening
Responding to what you hear, indicating you are listening.

Aggressive
To put others down, only see your point of view, pushy and abusive at times.

Assertive
To be clear and honest when speaking about your feelings and respect the rights and needs of others without making judgements.

Body Language
Movement of the body and facial expressions to communicate.

Communicate
Successfully convey an idea from one person to another using some form of medium – verbal, non verbal.

Communication Breakdown
Failure to communicate or be understood for some reason.

Compose
To produce or put together an idea, usually written.

Empathy
The ability to see things from the other person’s point of view.

Feedback
Any reply to a message.

Internal Client
Other workers within the same organisation.

Interpretation
What the receiver understands from the communication and what they get from it.

Medium
The method or channel you choose to send the message by – verbal, written, visual, non-verbal.

Message
What you want to communicate – an idea, instruction, request, statement.

Non Verbal
Without talking (words)

Oral
By way of speaking in words.

Passive
When you do not clearly communicate what you think or feel.

Pessimists
People who always seem to see the negative side of things.

Receiver
The person/s who you want to communicate with.

Screening Calls
Listening to the caller and asking questions to establish the purpose of the call, then make a decision based on this information and the company policy.

Stereotypes
Judging or classifying people into a particular category according to appearance, behaviour, clothes or a belief.

Activities

Exercise 1
In its simplest form communication can be described as a process and demonstrated in the following model:

Simple Model of the Communication Process

Using this model, think about the different types of mediums you can use in your communication to send a message to someone.

Answer Exercise 1

Different kinds of medium:
- Conversation ,Telephone ,Fax ,E-mail ,Meetings ,Letters ,Memos , Reports ,Demonstration,Observation ,Diagrams ,Symbols ,Body language ,Video ,Audio tape ,Advertisement

Exercise 2
Consider all the different forms of media used for communication and place a tick in the boxes you think would be the most appropriate for the message being sent. There may be more than one choice.

Exercise 3

Questions
- For any kind of communication to take place, whether it is verbal, non-verbal, written or via computers, there are two main components – what are they?
- What kinds of ‘hindrances’ can cause bad or poor communication to occur?
- How can you tell if someone is listening to you?
- It is always better to make a __________________ rather than command or order someone to do something.
- Communication is a ____________ process.
- Besides passive communicators there are two other main types, what are they?
- List some of the differences between these main types of communication styles:

Answer Exercise 3
- Sender and Receiver.
- Noise, poor medium, misunderstanding, personal problems, feeling unwell.
- Body language, head gestures, facial expressions.
- Suggest or request.
- Two-way.
- Aggressive and Assertive
- Aggressive – hurtful, forceful, self-opinionated, commanding; Assertive – Clear and honest, respects the rights of others, requests rather than commands.

Case study 1

Read the following scenario and list the communication and customer service faults.
Robert Martin needed some information on the latest accounting software available from the local Computer Store.
Robert experienced the following:
There was no one at the counter when he walked in, so he looked around the store for a while, then went back to the counter and called out for someone.
A sales person finally appeared complaining about the end of month paper work and how there was not enough time in the day and there were too many interruptions!
Before Robert had time to finish his enquiry the phone rang and the sales person answered the call, which took several minutes to complete.
He finally got to finish his enquiry but the sales person felt there was someone else better suited to answer his questions, so called a second person to the counter.
Robert then had to repeat everything again.
The sales person did not seem too interested in his needs and talked him into buying a different version of the accounting software, which cost more.
Robert went away feeling like he had been “fobbed off”, but was pleased to finally have his software.
When he tried installing it however, he discovered the hardware did not support that version of the accounting software, at which point he became very angry and frustrated.
After identifying the customer service faults, write a letter of complaint to the manager of the computer store and make some suggestions towards improving their communication and service techniques.

Your address
Your telephone number/s

Date

Name (if available)
Title (if no specific name, use Customer Service Manager or General Manager or similar – you can ring to check)

Address

Dear (as appropriate)

State what you bought, when and where (including serial numbers where appropriate). Or, what work you had done, when, where and by whom.

State the problem you have with the product, the work or the service and why you have this problem. Give as many relevant details as you can. If it is a long story, it is a good idea to attach a separate schedule of what happened in time order.

Include copies of any relevant documentation (eg. receipts, warranties, letters, guarantees, contracts). List what you are including. Don’t send originals – keep those yourself.

State what action you want taken to resolve your complaint.

Give a precise but reasonable timeframe for that action to be taken, eg. 10 working days.

State that if you do not hear from them, you will be taking your complaint to …. (the relevant complaints agency).

Include details of when and how you may be contacted.

Yours sincerely

Your signature
Your name (printed)

(http://www.complaintline.com.au/sampleletter.doc)

Exercise 4
Compose a memorandum to all Helpdesk staff, from you as the IT Services Manager advising them of the list of questions they must ask clients when they log a call for help:
Date, time, name of client, where they are from, what was the user trying to do when the problem occurred? Has this happened before? Write down exact wording of any error messages, Which application were they using? Did they try re-booting?
Include all this information on the log sheets provided.
Key in memorandum or use a memo template from Word.

Answer

Sample Memorandum

Exercise 5

Telephone technique
- What are some of the advantages of using telephones?
- How would you describe correct courtesy and preferred greeting when using the telephone?
- Briefly list the main points to consider when answering an incoming call.
- Briefly list the main points to consider when making an outgoing call.
- To ensure effective communication, you must speak _________, using a _______tone and speaking at a speed that can be easily ____________.
- What are two time-wasters that callers are most resentful of?
- List the main steps you should take when preparing to make a telephone call.
- When concluding a telephone conversation you may have to ________the key points.

Answer Exercise 5

- Advantages: Instant response, speak to someone in person over long distance, they can save time, issues can be clarified over the phone – reducing travel time and unnecessary delays.
- Courtesy: Respect what the other person has to say, don’t interrupt or cut them off before they are finished. Be polite at all times, even if they are abusive or upset. The success of the conversation relies on this kind of courtesy. Greeting: A pleasant greeting, which will be different depending on whether you are making or receiving the call. It is the first impression and can decide how the remainder of the conversation will go.
- Answer with a greeting such as “Good morning/afternoon”, then identify the name of your company/organisation/department followed by your name and ask, “How may I help you”. If you can not assist then you should be able to direct them to someone who can.
- Outgoing call: You may need to organise some information or questions before making the call – be organised. Identify yourself, ask for the person you wish to speak to or state what you need so you can be directed to the right person, then outline the purpose of the call or ask questions.
- You must speak clearly, using a pleasant tone... that can be easily understood.
- Time-wasters: Waiting for the phone to be answered or being put on hold for a long period especially without someone keeping them informed as to how much longer it might be.
- Preparing: In the workplace in particular, a lot of time can be wasted if you have not prepared what you need before making a call – having all the required information at hand and knowing exactly what you need to say or ask is very important. Write down a series of questions or have a list of specific points in front of you so nothing is overlooked. Taking notes during the conversation so nothing is forgotten – Do not rely on your memory.
- You may have to repeat the key points.

Exercise 6

You are working for the Bits & PCs Computer Company and your supervisor has asked you to fax a client regarding some delayed stock, which they were expecting from your company.

Compose a fax using a Fax Template from Word. Briefly apologise for the delay in delivering the printer cartridges and copy toners they ordered on 25 September and that since these items are now in stock they will be delivered to their office on Friday 5 October.

Comments:
We apologise for the delay in delivering the printer cartridges and copy toners your ordered on 25 September.
These items have now come into stock and will be delivered to your office on Friday 5 October.
Please do not hesitate to contact us if there is any further problem.

Sample project
Communicate in the IT Workplace
You are to use the following case study to answer all the questions.
Read through it carefully and then refer to this situation as you answer each question.
Imagine that you work in a computer sales and repair shop. Mrs Penn comes in on Tuesday morning. The digital video camera she bought from you a month ago has been damaged in an accident. She put it in for repairs at your shop two weeks ago last Friday. She has not heard from anyone and she needs the camera for a special videoconference she has arranged with her family overseas, next Saturday.
Promoting client satisfaction
- How would you and an observer know if Mrs Penn went away feeling satisfied?

Acting consistently with employer’s needs
- What would you say to actively promote the image of Bits & PCs? - What would you say to reassure Mrs Penn that her decision to buy the Camera was a wise one?
- How would you check with Mrs Penn that you had understood her main need in this situation?
- What reasonable solution could you find to the problem of the slowness of the repairs?
In the event that it cannot be fixed in time for the videoconference, what will you suggest for her?

Interpersonal Skills
- Write down four interpersonal skills your employer would like to see you use in a situation like this.
- What interpersonal skills would you as a client like to find in someone helping you?

Telephone Technique
- How would you answer the telephone?
- How would you greet Mrs Penn once she had identified herself?

Questioning Techniques
- Give two examples of open-ended questions you might ask Mrs Penn.
- Give one example of a closed question you would ask Mrs Penn.

Active Listening
- Write one response that shows that you really heard what she said?
- Write one response that shows that you understood and empathised with her.
- Write down four ‘listening responses’ you would use in your exchange.

Service follow-up
- List three things that you and Mrs Penn could agree on jointly as a course of action. These would be things that either you or your boss or she would do.
- How would you check that she was happy with this proposed course of action?
- How would you re-check important details like phone numbers and times?