BTEC Level 3 National Public Services Unit 2 Leadership and teamwork in the AS1 Working in small groups Types of teams For this activity you will need marker pens and some large sheets of paper or flip-chart paper. Running the requires many different teams if the job is to be done effectively. Consider how many types of team you know, and do you know what they actually do to help coordinate the services? Produce a mind map that identifies as many types of team as you can think of and their responsibilities. The mind map has been started for you below. Project group TYPES OF TEAMS Task force For each type of team you have identified, explain whether that team makes a big or small impact on the work of the uniformed. Discuss whether all types of teams are really needed? Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free. 1
Unit 2 Leadership and teamwork in the BTEC Level 3 National Public Services AS2 Leadership styles A leadership style is the manner and approach used in providing direction for a team, implementing plans and motivating people to complete a task. There are several different leadership styles, each with its own advantages and disadvantages. Using the table below, identify to which the following leadership styles are best suited, and explain your answers. Authoritarian Democratic Laissez faire Transactional Transformational Bureaucratic People orientated Task orientated 2 Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free.
BTEC Level 3 National Public Services Unit 2 Leadership and teamwork in the AS3 Team leader qualitites In theory anyone can be a team leader, although some people will make better leaders than others. However, as long as someone is interested and willing, with an idea of how to communicate well, understand the needs of others, offer support and be flexible, then they have the basics to develop their leadership skills. In the space provided write for each service the leadership qualities that would be important for that service, and explain why. Armed services The Police Service The Prison Service The Probation Service The Fire Service Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free. 3
Unit 2 Leadership and teamwork in the BTEC Level 3 National Public Services AS4 Communication within teams It is important that a leader possesses a number of skills, and one of the most important is good communication. Effective communication is crucial for the uniformed, particularly as a major part of their work involves briefing and debriefing teams. Working in groups Discuss the difference between verbal and non-verbal communication, and the importance of good communication when working as part of a team. Working in pairs Considering what you have discussed, sit back to back with your partner. One person is given a picture and describes what they see and the other draws what they are told. You are not permitted to use descriptive words or names to explain what you see. When you have completed this activity, change roles, and then consider the following questions. 1. How did you both feel when you could only listen and not look at your partner s body language? 2. Is body language important when communicating? Why? 3. Was the activity more or less difficult than you thought? Explain why? 4. Which role did you prefer to take? What is the reason for your decision? 5. Why is it important in the to actively listen? Can you give an example? 4 Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free.
BTEC Level 3 National Public Services Unit 2 Leadership and teamwork in the AS5 Briefing and debriefing teams Team briefings are similar to meetings and are a verbal process of getting information to people quickly and efficiently. A briefing should be an open and structured two-way communication process, and is not just about informing the team about what they are required to do. Often there will be no written records of team briefings as they are applied to one-off situations, which are often practical in nature. Debriefings are used extensively by the armed forces (and other services) and involve troops or personnel giving feedback about their mission/task. The information generated is then assessed, and the troops or personnel are instructed on what they can talk about and what is strictly confidential. The information given is also used to assess the mental condition of the participants, and to determine when they can return to duty. Working in small groups Choose a leader and participate in a command task. For each new activity you need a new leader. As leader, you need to demonstrate briefing and debriefing of your task. On your return to the classroom, you need to answer the following questions. 1. When you briefed the team, what things did you address? 2. What leadership style did you adopt? 3. Who had what team role in the group? Did this work, or would it have worked better a different way? Explain your answer. Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free. 5
Unit 2 Leadership and teamwork in the BTEC Level 3 National Public Services AS6 Working in small groups Personal preparation Personal preparation is very important to leadership and teamwork in the uniformed services. If you are not personally prepared to do your part, you are letting the team down as their leader and harming the overall team performance. Prepare and deliver to your class a presentation that examines personal preparation when working as part of a team. You must include areas, such as organising activities and equipment, accountability, responsibility, openness to criticism from your colleagues and leader, and maintaining focus when you are given a task. Using the space below, create a mind map of your ideas for the presentation. PERSONAL PREPARATION On a separate piece of paper, at the end of the presentations, your peers will evaluate your presentation and write a 100-word constructive feedback report. 6 Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free.
BTEC Level 3 National Public Services Unit 2 Leadership and teamwork in the AS7 Qualities and skills of a leader Working in small groups You are to plan an activity for a group of school children. You are taking the children to an activity centre to encourage them to work as a team. Produce a list of targets that you need to achieve in order for this activity to take place. For example, what do the children need to get out of the activity day? What would be the main objective? Compare your list with those of the other groups in your class. Part of the process of target setting is to evaluate the outcomes against the targets. Revisit the targets that you have set above and look at the positive and negatives of each of them. Now that you are familiar with target setting and evaluating, compile at least five personal targets that you will evaluate on a regular basis, from now until the end of your BTEC course. For example, a target might be to become a part-time volunteer at your local youth centre. Evaluation of this target may show that it would be useful to have it on your CV, when applying for the Police Service. Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free. 7
Unit 2 Leadership and teamwork in the BTEC Level 3 National Public Services AS8 Teambuilding A medium-sized team within an organisation is working towards a set of goals and targets. However, some members of the team are not organising or prioritising their workload, there is a breakdown in communication, and there is an element of group conflict. The targets that the group have are repeatedly being missed, and therefore productivity is deteriorating. 1. What will be the impact on the organisation if this team continues to operate in this way? 2. If you were the manager of this team, what would you do to raise team spirits and ultimately the organisation s productivity? 3. If this were a team, how would this affect the particular service and ultimately the general public that they serve? 4. In small groups discuss the need for good teamwork, and consider the effects of poor leadership. 8 Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free.
BTEC Level 3 National Public Services Unit 2 Leadership and teamwork in the AS9 Types of teams in the public services Research how the following teams operate and complete the second column in the table with a summary of your findings. Type of team Divisional Summary of their responsibilities Departmental Sectional Geographical Multi-disciplinary Regiment Brigade Force Multi-agency/service teams Specialist teams, e.g. Search and Rescue Explain the rationale of each type of team and consider their influence on the effectiveness of a service; for example, regiments in the army. Use the back of this sheet to add your own examples. Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free. 9
Unit 2 Leadership and teamwork in the BTEC Level 3 National Public Services AS10 Team performance Working in the same groups as you did for AS5 Discuss your team s performance and experiences of the activity, and address the following questions ready for a class discussion. 1. How were decisions made? 2. Who influenced the decisions and how? 3. How could better decisions have been made? 4. How was conflict managed? 5. How did people feel about the decisions? 6. What have you learnt about the team roles of this group? 7. How would you do the activity differently if you were asked to do it again? 8. How do you think this type of scenario is reflected in any of the uniformed? The theory of Belbin states that there are nine roles within a team. Within your group, decide which members displayed the nine characteristics the most during the AS5 activity. Prepare your findings to discuss with the rest of the class. Plant. Creative, imaginative. Solves difficult problems. However, tends to ignore incidentals and be too immersed to communicate effectively. Resource investigator. Extrovert, enthusiastic, communicative. Explores opportunities and networks with others. However, can be over-optimistic and loses interest after initial enthusiasm has gone. Coordinator. Belbin's Coordinator is mature, confident and a natural chairperson. Clarifies goals, promotes decision making and delegates effectively. However, can be seen as manipulative and controlling. Shaper. Challenging, dynamic, thrives under pressure. Jumps hurdles using determination and courage. However, can be easily provoked and ignorant of the feelings of others. Monitor/Evaluator. Even tempered, strategic and discerning. Sees all the options and judges accurately. However, can lack drive and inspired leadership qualities. Teamworker. Cooperative, relationship focused, sensitive and diplomatic. Belbin described the Teamworker as a good listener who builds relationships and who dislikes confrontation. However, can be indecisive in a crisis. Implementer. Disciplined, reliable, conservative and efficient. Acts on ideas. However can be inflexible and slow to see new opportunities. Completer/Finisher. Conscientious and anxious to get the job done. An eye for detail, good at searching out the errors. Finishes and delivers on time. However, can be a worrier and reluctant to delegate. Specialist. Single-minded self starter. Dedicated and provides specialist knowledge. The most dedicated specialist. However, can be stuck in their niche with little interest in the world outside, and dwells on technicalities. 10 Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free.