Introduction to Improving Team Performance — SFEDI Enterprises Ltd. T/A SFEDI Awards Vocationally-Related Qualification Warehousing & Logistics Revision

    This subtopic explores the essential principles and practices for enhancing team effectiveness within supply chain operations. Learners examine established

    Topic Synopsis

    This subtopic explores the essential principles and practices for enhancing team effectiveness within supply chain operations. Learners examine established theoretical frameworks for team development and improvement, and then apply this knowledge by preparing and leading team-building activities, identifying performance barriers, and supporting robust communication methods. The focus is on equipping individuals to foster collaborative, high-performing teams in a logistics or warehousing environment.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Introduction to Improving Team Performance

    SFEDI ENTERPRISES LTD. T/A SFEDI AWARDS
    vocational

    This subtopic explores the essential principles and practices for enhancing team effectiveness within supply chain operations. Learners examine established theoretical frameworks for team development and improvement, and then apply this knowledge by preparing and leading team-building activities, identifying performance barriers, and supporting robust communication methods. The focus is on equipping individuals to foster collaborative, high-performing teams in a logistics or warehousing environment.

    16
    Learning Outcomes
    43
    Assessment Guidance
    44
    Key Skills
    16
    Key Terms
    45
    Assessment Criteria

    Assessment criteria

    SFEDI Awards Level 3 Award in Introduction to Supply Chain Management (IoSCM)
    SFEDI Awards Level 3 Diploma in Introduction to Supply Chain Management (IoSCM)
    SFEDI Awards Level 3 Certificate in Introduction to Supply Chain Management (IoSCM)
    SFEDI Awards Level 3 Diploma in Introduction to Logistics and Transport Management (IoSCM)
    SFEDI Awards Level 3 Diploma in Introduction to Procurement Management (IoSCM)
    SFEDI Awards Level 3 Diploma in Introduction to Manufacturing and Production Management (IoSCM)
    SFEDI Awards Level 3 Diploma in Introduction to Ports and Shipping Management (IoSCM)
    SFEDI Awards Level 3 Diploma in Introduction to Leadership and Management (IoSCM)
    SFEDI Awards Level 3 Diploma in Introduction to Business Management(IoSCM)
    SFEDI Awards Level 3 Diploma in Introduction to Warehousing Management (IoSCM)
    SFEDI Awards Level 3 Extended Diploma in Introduction to Supply Chain Management (IoSCM)

    Topic Overview

    The SFEDI Awards Level 3 Award in Introduction to Supply Chain Management (IoSCM) provides a foundational understanding of how supply chains operate within the warehousing and logistics sector. This qualification covers key principles such as procurement, inventory management, transportation, and distribution, emphasising the importance of efficient flow of goods and information. Students will explore how supply chains add value to businesses by reducing costs, improving customer service, and enhancing competitiveness. The award is designed for those new to supply chain roles or seeking to formalise their knowledge, bridging theory with practical application in real-world contexts.

    Understanding supply chain management is critical in today's globalised economy, where disruptions can have far-reaching impacts. This topic equips students with the skills to analyse supply chain processes, identify bottlenecks, and implement improvements. It also introduces sustainability and ethical considerations, aligning with modern industry demands. By mastering these concepts, students can contribute to organisational efficiency and resilience, making this qualification highly relevant for careers in logistics, procurement, and operations management.

    Within the broader subject of warehousing and logistics, this award serves as a stepping stone to more advanced studies, such as the Level 4 Diploma in Supply Chain Management. It integrates with other functional areas like inventory control and transport planning, providing a holistic view of the supply chain. Students will learn to use tools like SWOT analysis and performance metrics to evaluate supply chain effectiveness, preparing them for supervisory or management roles in the sector.

    Key Concepts

    Core ideas you must understand for this topic

    • →Supply Chain Structure: Understanding the network of suppliers, manufacturers, distributors, retailers, and customers, and how each link adds value.
    • →Inventory Management: Techniques such as Just-In-Time (JIT), Economic Order Quantity (EOQ), and safety stock to balance holding costs with service levels.
    • →Logistics and Transportation: Modes of transport (road, rail, sea, air), route planning, and the role of third-party logistics (3PL) providers.
    • →Procurement and Supplier Relationships: Sourcing strategies, supplier selection criteria, and contract management to ensure quality and cost-effectiveness.
    • →Performance Measurement: Key Performance Indicators (KPIs) like on-time delivery, order accuracy, and inventory turnover to monitor supply chain health.

    Learning Objectives

    What you need to know and understand

    • 1. Understand theoretical models associated with teams, team development, and team improvement strategies2. Know how to prepare and lead a team-building activity3. Know how to identify and address barriers to improve a team's performance4. Be able to support effective communication methods
    • 1. Understand theoretical models associated with teams, team development, and team improvement strategies2. Know how to prepare and lead a team-building activity3. Know how to identify and address barriers to improve a team's performance4. Be able to support effective communication methods
    • 1. Understand theoretical models associated with teams, team development, and team improvement strategies2. Know how to prepare and lead a team-building activity3. Know how to identify and address barriers to improve a team's performance4. Be able to support effective communication methods
    • 1. Understand theoretical models associated with teams, team development, and team improvement strategies2. Know how to prepare and lead a team-building activity3. Know how to identify and address barriers to improve a team's performance4. Be able to support effective communication methods
    • 1. Understand theoretical models associated with teams, team development, and team improvement strategies2. Know how to prepare and lead a team-building activity3. Know how to identify and address barriers to improve a team's performance4. Be able to support effective communication methods
    • 1. Understand theoretical models associated with teams, team development, and team improvement strategies2. Know how to prepare and lead a team-building activity3. Know how to identify and address barriers to improve a team's performance4. Be able to support effective communication methods
    • 1. Understand theoretical models associated with teams, team development, and team improvement strategies2. Know how to prepare and lead a team-building activity3. Know how to identify and address barriers to improve a team's performance4. Be able to support effective communication methods
    • 1. Understand theoretical models associated with teams, team development, and team improvement strategies2. Know how to prepare and lead a team-building activity3. Know how to identify and address barriers to improve a team's performance4. Be able to support effective communication methods
    • 1. Understand theoretical models associated with teams, team development, and team improvement strategies2. Know how to prepare and lead a team-building activity3. Know how to identify and address barriers to improve a team's performance4. Be able to support effective communication methods
    • 1. Understand theoretical models associated with teams, team development, and team improvement strategies2. Know how to prepare and lead a team-building activity3. Know how to identify and address barriers to improve a team's performance4. Be able to support effective communication methods
    • Explain Tuckman's stages of team development and their implications for performance improvement.
    • Design a team-building activity plan that addresses specific team challenges.
    • Analyze common barriers to effective team performance in a logistics setting.
    • Evaluate the effectiveness of different communication methods in enhancing team collaboration.
    • Apply Belbin’s team role theory to optimize team composition.
    • Lead a reflective discussion on team performance and identify improvement areas.

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for demonstrating clear understanding of at least one recognised team development model (e.g., Tuckman's stages) and explaining its application to a supply chain team.
    • Credit given for producing a detailed, structured plan for a team-building activity that includes aims, resources, and success criteria, with alignment to identified team needs.
    • Look for evidence of a systematic approach to diagnosing team performance barriers, such as using root cause analysis or feedback tools, and proposing practical solutions.
    • Marks awarded when the learner shows they can select and justify appropriate communication methods (e.g., daily huddles, digital dashboards) to maintain clarity and engagement within the team.
    • Expect the learner to reflect on the outcomes of a team-building activity, evaluating its impact on team dynamics and performance against set objectives.
    • Award credit for accurately referencing and applying at least one recognized team development model (e.g., Tuckman, Belbin) to a given workplace scenario.
    • Provide clear evidence of planning a team-building activity, including objectives, resources, and a rationale linked to addressing specific performance gaps.
    • Demonstrate the ability to diagnose performance barriers (e.g., conflict, unclear roles, lack of motivation) and propose practical, context-appropriate solutions.
    • Show effective use of communication methods, such as active listening, constructive feedback, and selecting appropriate channels to support team improvement.
    • Award credit for accurately describing at least two theoretical models of team development and linking them to practical team improvement strategies within a supply chain setting.
    • Award credit for providing a detailed plan for a team-building activity, including clear objectives, resource requirements, and facilitation techniques aligned with team needs.
    • Award credit for identifying specific barriers to team performance and proposing evidence-based solutions that address communication, motivation, or structural issues.
    • Award credit for accurately explaining at least one team development model (e.g., Tuckman's forming, storming, norming, performing) with relevant logistics examples.
    • Evidence must include a detailed plan for a team-building activity, specifying objectives, resources, and how it addresses a specific performance gap in a transport or warehouse setting.
    • Learner should identify at least two distinct barriers to team performance (e.g., unclear roles, lack of trust) and propose practical solutions linked to logistics operations.
    • Demonstrate the use of at least two effective communication methods (e.g., daily briefings, digital collaboration tools) and explain how they support team performance in a supply chain environment.
    • Award credit for demonstrating accurate application of Tuckman's model to a real warehouse team scenario, with clear identification of the team's current stage and appropriate improvement actions.
    • Expect evidence of leading a properly planned team-building activity, including specific objectives, resources required, activity steps, and a reflective evaluation of its impact on team dynamics.
    • Look for identification of at least two specific barriers to team performance, with well-justified, practical solutions that directly enhance communication and collaboration within a logistics context.
    • Credit should be given for using appropriate communication methods (e.g., briefings, digital platforms) and explaining how they improve information flow and reduce errors in team operations.
    • Award credit for demonstrating a clear understanding of at least one theoretical team development model (e.g., Tuckman’s stages, Belbin’s team roles) and applying it to a warehousing or production team context.
    • Expect a detailed plan for a team-building activity that includes SMART objectives, resource requirements, risk assessment, and a rationale linked to identified team performance gaps.
    • Look for evidence of identifying specific, realistic barriers to team performance (e.g., shift rotas, language diversity, unclear roles) and proposing practical, cost-effective solutions.
    • Assess the ability to select and justify appropriate communication methods (e.g., shift handover logs, digital dashboards, briefings) that ensure clarity and engagement for all team members.
    • Award credit for demonstrating an understanding of at least two team development models (e.g., Tuckman, Belbin) and explaining their relevance to improving team performance in a port/logistics setting.
    • Evidence shows the ability to plan a team-building activity that addresses identified team weaknesses, with clear objectives, methods, and evaluation criteria.
    • The learner identifies specific barriers to team performance (e.g., communication breakdowns, role ambiguity, cultural differences) and proposes practical, theory-informed solutions.
    • Effective communication methods are evidenced through the selection and justification of appropriate channels (e.g., shift handovers, team briefings) to support operational safety and efficiency.
    • Award credit for analysing team dynamics using a recognised model (e.g., Tuckman or Belbin) to diagnose performance issues.
    • Award credit for planning a team-building activity with clear, measurable objectives and a safe, inclusive environment.
    • Award credit for identifying barriers such as lack of trust or role ambiguity and proposing targeted interventions.
    • Award credit for using active listening and constructive feedback techniques to enhance team communication and monitor engagement.
    • Award credit for accurately applying a recognised team development model (e.g., Tuckman, Belbin) to a given workplace scenario, with clear justification.
    • Assess for a detailed plan of a team-building activity, including specific objectives, required resources, timeline, and alignment with identified team needs.
    • Expect evidence of identifying at least two barriers to team performance (e.g., role ambiguity, conflict) and proposing targeted improvement strategies.
    • Look for demonstration of at least two effective communication methods (e.g., structured feedback, active listening) and evaluation of their impact on team performance.
    • Ensure learners show how theoretical understanding directly informs practical actions, such as selecting a team-building activity based on the team's current development stage.
    • Award credit for accurate explanation of at least two team development models (e.g., Tuckman, Belbin) and their relevance to warehousing teams.
    • Credit for designing a team-building activity plan that includes clear objectives, relevant resources, scheduling, and evaluation criteria.
    • Credit for identifying at least two barriers to team performance specific to warehouse environments and proposing practical solutions with sound reasoning.
    • Credit for demonstrating the use of at least two communication methods (e.g., team briefing, feedback session) to improve team performance, with evidence of adapting approach based on team dynamics.
    • Award credit for accurately describing the forming, storming, norming, and performing stages.
    • Assess the clarity of the team-building activity plan, including objectives, roles, and evaluation criteria.
    • Look for evidence of identifying specific barriers and proposing realistic solutions.
    • Credit demonstration of active listening and feedback techniques in communication evidence.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Always link theoretical models directly to your practical examples, using workplace case studies or simulations to show how you would apply them in a supply chain setting.
    • 💡When planning a team-building activity, detail the specific team improvement goal it addresses and include a method for measuring its effectiveness post-activity.
    • 💡To demonstrate identification of barriers, use a structured tool like a SWOT analysis or fishbone diagram and ensure you propose at least one actionable solution for each barrier.
    • 💡Show evidence of adapting communication methods to different team members' needs and the operational context—for instance, contrasting briefings for shift workers with email updates for office staff.
    • 💡Maintain a reflective log or practice evaluation that clearly states what went well, what could be improved, and how you would modify your approach in future team-development initiatives.
    • 💡Always justify your choice of team-building activity with clear reference to the team's current development stage and the specific performance issue being addressed.
    • 💡When discussing barriers, provide a balanced analysis that considers both internal (e.g., interpersonal conflicts) and external (e.g., resource constraints) factors.
    • 💡In assessments, demonstrate understanding of communication by giving concrete examples of methods used, their purpose, and their impact on team performance.
    • 💡Always relate theoretical models directly to the supply chain context, using examples like warehouse teams or logistics project groups to show practical application.
    • 💡When leading a team-building activity, ensure you justify your choice of activity based on the team’s development stage and identified performance gaps.
    • 💡Use a structured approach to identify barriers, such as SWOT analysis or feedback loops, to demonstrate systematic thinking and earn higher marks.
    • 💡Always anchor your responses in logistics or transport examples, such as discussing how a pick-and-pack team might go through Tuckman's stages.
    • 💡When planning a team-building activity, clearly state how you would measure its impact on KPIs like order accuracy or delivery times.
    • 💡For communication methods, mention specific logistics tools (e.g., handheld scanners, fleet management apps) to show applied knowledge.
    • 💡Use the PESTLE or SWOT framework if asked to analyse barriers, linking external factors (e.g., driver shortages) to team performance.
    • 💡Use real workplace examples to illustrate team development stages, ensuring they reflect logistics contexts like pick-and-pack teams or goods-in departments to demonstrate authentic understanding.
    • 💡When addressing barriers, always propose cost-effective, practical solutions suited to a warehouse environment, such as visual management boards or peer mentoring, rather than generic training courses.
    • 💡In your evidence for leading a team-building activity, include a risk assessment and contingency plan to show thorough preparation, as assessors will look for operational realism.
    • 💡Demonstrate evaluation skills by measuring the impact of your actions on key performance indicators (KPIs) like downtime reduction or team morale, not just describing the activity itself.
    • 💡Always contextualise your answers with examples from manufacturing or warehousing to demonstrate practical understanding.
    • 💡When designing a team-building activity, outline clear steps: diagnosis of need, activity selection, facilitation, and evaluation against KPIs.
    • 💡Use the STAR format (Situation, Task, Action, Result) to structure responses on how you would address a barrier to team performance.
    • 💡For communication strategies, reference both formal (e.g., written SOPs) and informal (e.g., toolbox talks) methods, and explain how they can be adapted for diverse teams.
    • 💡When completing written assignments, always link theoretical models to practical scenarios from the ports/shipping industry to demonstrate applied understanding and gain higher marks.
    • 💡For the team-building activity, thoroughly document the planning process, including a rationale based on team assessment, clear objectives, and a reflective evaluation of the activity's impact on team performance.
    • 💡To showcase effective communication methods, provide specific examples of communication tools used in port operations (e.g., digital logs, VHF radio protocols) and explain how they reduce errors and enhance teamwork.
    • 💡Use real or realistic port case studies to illustrate barriers and solutions, making your evidence more compelling and relevant to assessors.
    • 💡Always link practical actions back to theoretical models to demonstrate higher-order understanding.
    • 💡When planning a team-building activity, include a risk assessment and contingency plan to show thorough preparation.
    • 💡Use real workplace examples or case studies to illustrate barriers and solutions; this shows application of knowledge.
    • 💡In communication tasks, provide specific phrasing examples for feedback or conflict resolution to evidence skill.
    • 💡Always integrate theoretical models with concrete workplace examples—use case studies or your own experience to demonstrate applied understanding.
    • 💡When planning a team-building activity, justify every aspect (e.g., choice of activity, timing) with reference to team theory and identified needs.
    • 💡For barrier identification, use a structured analysis tool (e.g., SWOT, fishbone diagram) to show a systematic approach, and propose SMART improvement actions.
    • 💡In communication evidence, reference specific techniques (e.g., using the GROW model for feedback) and explain how they align with models like Tuckman’s stages to overcome team challenges.
    • 💡Review the assessment criteria thoroughly and map your evidence to each learning outcome, ensuring breadth and depth of coverage without repetition.
    • 💡Always contextualise your answers within a warehousing or logistics environment – use examples like order picking teams or shift handovers to demonstrate application.
    • 💡When describing a team-building activity, include a clear plan with SMART objectives and a method to evaluate its success in improving team metrics.
    • 💡For communication methods, refer to both formal (e.g., team briefings, written instructions) and informal (e.g., quick huddles, one-on-one feedback) channels, justifying your choices.
    • 💡When discussing team development models, always relate them to a real or simulated case study.
    • 💡For the team-building activity, ensure you document the planning, execution, and evaluation phases.
    • 💡In barrier analysis, use specific examples from the supply chain context to demonstrate understanding.
    • 💡To achieve higher marks, critically evaluate the limitations of theoretical models in practice.
    • 💡Use real-world examples to illustrate concepts, such as how Amazon uses cross-docking to reduce storage time. This demonstrates applied understanding and can earn higher marks.
    • 💡Always define key terms (e.g., 'lead time', 'bullwhip effect') before explaining them. Examiners look for precise vocabulary and clear definitions.
    • 💡When answering case study questions, structure your response using the SCQA framework (Situation, Complication, Question, Answer) to show analytical thinking.

    Common Mistakes

    Common errors to avoid in your coursework

    • Assuming team development is linear and always progresses smoothly through stages without regression or context-specific challenges.
    • Confusing team-building activities with purely social events, neglecting their need for clear learning or performance-improvement objectives.
    • Failing to differentiate between individual and team-level performance barriers, leading to generic solutions that do not address the root cause.
    • Overlooking the importance of non-verbal communication and active listening, focusing only on the transmission of information rather than ensuring mutual understanding.
    • Submitting evidence that is solely descriptive of models without applying them to a real or simulated team scenario.
    • Confusing the stages of Tuckman's model or applying them in an incorrect sequence to a team's development.
    • Selecting a team-building activity that does not align with the identified performance barriers or team development stage.
    • Overlooking the role of leadership style in overcoming barriers, assuming all problems require the same approach.
    • Failing to link communication methods to specific team needs—for example, using written communication when face-to-face discussion would be more effective for conflict resolution.
    • Confusing Tuckman's stages (forming, storming, norming, performing, adjourning) with Belbin's team roles, leading to misapplication when diagnosing team issues.
    • Neglecting to consider organisational culture and its impact on team dynamics, resulting in generic or ineffective improvement plans.
    • Providing vague barriers such as 'poor communication' without specific examples or actionable remedies that demonstrate deep understanding.
    • Confusing team-building with purely social events rather than structured activities with measurable performance outcomes.
    • Failing to link theoretical models to real logistics scenarios, leading to generic answers that lack industry context.
    • Overlooking the impact of physical environment (e.g., noisy warehouse, remote drivers) on communication barriers.
    • Not providing evidence of evaluating the success of a team-building activity, such as before-and-after performance metrics.
    • Confusing Tuckman's forming stage with storming, leading to misdiagnosis of team issues and inappropriate selection of team improvement strategies.
    • Focusing on team-building activities without linking them to measurable performance outcomes, such as picking accuracy or order fulfilment rates.
    • Identifying barriers superficially (e.g., 'communication problems') without analysing root causes like language differences, shift patterns, or technology gaps in a warehouse setting.
    • Overlooking the need to adapt communication methods for diverse team members, including part-time staff, agency workers, or those with limited literacy, leading to ineffective implementation.
    • Treating team-building as purely a social event rather than a structured intervention with measurable performance outcomes.
    • Describing theoretical models generically without connecting them to actual team dynamics in a manufacturing or logistics setting.
    • Overlooking health and safety implications when planning team activities in operational environments.
    • Assuming all team members share the same communication preferences or availability, ignoring shift patterns and remote workers.
    • Assuming team building activities alone will resolve deep-rooted performance issues without addressing underlying structural or leadership factors.
    • Confusing team development models with individual learning styles, resulting in superficial application of theories.
    • Failing to provide concrete, workplace-specific examples when identifying barriers, making the analysis too generic to earn marks.
    • Overlooking the role of leadership in fostering effective communication, such as not demonstrating how a leader should model open communication.
    • Misapplying team development models by treating stages as linear and ignoring the potential for regression in real teams.
    • Designing team-building activities that are fun but lack clear developmental objectives, leading to no measurable performance gain.
    • Attributing all team underperformance to personal conflicts without considering structural factors like unclear goals or resource shortages.
    • Focusing solely on verbal communication while neglecting non-verbal cues and the impact of poor listening on team morale.
    • Misapplying team development models, for example confusing the order of Tuckman's stages or assigning Belbin roles without considering context.
    • Designing generic team-building activities that are not linked to specific performance gaps or team dynamics.
    • Addressing barriers superficially by focusing on individual blame rather than systemic or process-related issues.
    • Using communication methods as a tick-box exercise without explaining how they were implemented and their actual effect on team collaboration.
    • Failing to connect theory to practice, such as not explaining why a particular improvement strategy is suitable for a team at the 'storming' stage.
    • Treating team roles as fixed job functions rather than flexible behavioural contributions within a warehouse team.
    • Providing only theoretical descriptions of team models without linking them to real warehouse challenges like shift handovers or picking accuracy.
    • Underestimating the importance of measuring the impact of team-building activities on key performance indicators such as order fulfilment rates.
    • Confusing the storming phase with ongoing conflict rather than a natural stage of development.
    • Assuming that a single team-building event will permanently resolve performance issues.
    • Overlooking the impact of organisational culture on team dynamics.
    • Failing to consider non-verbal communication cues in team interactions.
    • Misconception: Supply chain management is just about moving goods from A to B. Correction: It involves strategic coordination of information, finances, and relationships to optimise the entire flow from raw materials to end customer.
    • Misconception: Holding more inventory always improves customer service. Correction: Excessive inventory increases holding costs and risk of obsolescence; effective management balances service levels with cost efficiency.
    • Misconception: Supply chains are linear and static. Correction: They are dynamic networks with multiple feedback loops, requiring constant adaptation to demand fluctuations and disruptions.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Basic understanding of business operations and the role of logistics in the economy.
    • •Familiarity with mathematical concepts like averages and percentages for inventory calculations.
    • •No formal prerequisites, but work experience in warehousing or distribution is beneficial.

    Key Terminology

    Essential terms to know

    • 1. Understand theoretical models associated with teams, team development, and team improvement strategies2. Know how to prepare and lead a team-building activity3. Know how to identify and address barriers to improve a team's performance4. Be able to support effective communication methods
    • 1. Understand theoretical models associated with teams, team development, and team improvement strategies2. Know how to prepare and lead a team-building activity3. Know how to identify and address barriers to improve a team's performance4. Be able to support effective communication methods
    • 1. Understand theoretical models associated with teams, team development, and team improvement strategies2. Know how to prepare and lead a team-building activity3. Know how to identify and address barriers to improve a team's performance4. Be able to support effective communication methods
    • 1. Understand theoretical models associated with teams, team development, and team improvement strategies2. Know how to prepare and lead a team-building activity3. Know how to identify and address barriers to improve a team's performance4. Be able to support effective communication methods
    • 1. Understand theoretical models associated with teams, team development, and team improvement strategies2. Know how to prepare and lead a team-building activity3. Know how to identify and address barriers to improve a team's performance4. Be able to support effective communication methods
    • 1. Understand theoretical models associated with teams, team development, and team improvement strategies2. Know how to prepare and lead a team-building activity3. Know how to identify and address barriers to improve a team's performance4. Be able to support effective communication methods
    • 1. Understand theoretical models associated with teams, team development, and team improvement strategies2. Know how to prepare and lead a team-building activity3. Know how to identify and address barriers to improve a team's performance4. Be able to support effective communication methods
    • 1. Understand theoretical models associated with teams, team development, and team improvement strategies2. Know how to prepare and lead a team-building activity3. Know how to identify and address barriers to improve a team's performance4. Be able to support effective communication methods
    • 1. Understand theoretical models associated with teams, team development, and team improvement strategies2. Know how to prepare and lead a team-building activity3. Know how to identify and address barriers to improve a team's performance4. Be able to support effective communication methods
    • 1. Understand theoretical models associated with teams, team development, and team improvement strategies2. Know how to prepare and lead a team-building activity3. Know how to identify and address barriers to improve a team's performance4. Be able to support effective communication methods
    • Tuckman's team development model
    • Belbin's team roles
    • Facilitation of team-building activities
    • Barriers to team effectiveness
    • Interpersonal communication strategies
    • Leadership and motivation in teams

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