Account and Budget Support: Learning Guide

Rift valley university
Training, Teaching and Learning Materials

Account and budget support
Learning Guide
Unit of Competence Lead Small Teams
Module Title Lead Small Teams
LG Code: BUF ACB3 23 0812
TTLM Code: BUF ACB3M 23 0812
TTLM Development Manual Date: 28/02/2018

Compiled by Acct department
INTRODUCTION
Welcome to the module “Lead Small Teams”. This learner’s guide was
prepared to help you achieve the required competence in “Accounts and Budget
Support Level III ”. This will be the source of information for you to acquire
knowledge attitude and skills in this particular occupation with minimum
supervision or help from your trainer.
Summary of Learning Outcomes
After completing this learning guide, you should be able to:

Lo1:- . Provide team leadership
Lo2:- . Assign responsibilities
Lo3:- Set performance expectations for team members
Lo4:- Supervised team performance
How to Use this TTLM
o Read through the Learning Guide carefully. It is divided into sections

that cover all the knowledge, skills and attitude that you need.
o Read Information Sheets and complete the Self-Check at the end of
each section to check your progress
o Read and make sure to Practice the activities in the Operation Sheets.
Ask your trainer to show you the correct way to do things or talk to
more experienced person for guidance.
o When you are ready, ask your trainer for institutional assessment and
provide you with feedback from your performance.

Lo1:- Provide team leadership

Instruction Sheet Learning Guide #1
This learning guide is developed to provide you the necessary
information regarding Th e following content coverage and topics:
 Work requirements
 Team members’ queries and concerns
This guide will also assist you to attain the learning outcome stated in
the cover page.
Specifically, upon completion of this Learning Guide, you will be able
to:
 Maintained or improved individuals and/or team performance
given a variety of possible scenario
 Assessed and monitored team and individual performance against
set criteria
 Represented concerns of a team and individual to next level of
management or appropriate specialist and to negotiate on their
behalf
 Allocated duties and responsibilities, having regard to individual’s
knowledge, skills and aptitude and the needs of the tasks to be
performed
 Set and communicated performance expectations for a range of
tasks and duties within the team and provided feedback to team
members
Learning Instructions:
1. Read the specific objectives of this Learning Guide.
2. Follow the instructions described in number 3 to 18.
3. Read the information written in the “Information Sheets 1”. Try to
understand what are being discussed. Ask you teacher for assistance if
you have hard time understanding them.
4. Accomplish the “Self-check 1” in page__.

5. Ask from your teacher the key to correction (key answers) or you can
request your teacher to correct your work. (You are to get the key
answer only after you finished answering the Self check (1).
6. If you earned a satisfactory evaluation proceed to “Information Sheet
2”. However, if you rating are unsatisfactory, see your teacher for
further instructions or go back to Learning Activity #2.
7. Submit your accomplished Self-check. This will form part of your
training portfolio.
8. Read the information written in the “Information Sheet 2”. Try to
9. Accomplish the “Self-check 2” in page __.
10. Ask from your teacher the key to correction (key answers) or you
can request your teacher to correct your work. (You are to get the key
answer only after you finished answering the Self check 2).
3”. However, if your rating is unsatisfactory, see your teacher for further
instructions or go back to Learning Activity #2.
can request your teacher to
Correct your work. (You are to get the key answer only after you
finished answering the Self check 3).
4”. However, if your rating is unsatisfactory, see your teacher for further
instructions or go back to Learning Activity #2.

can request your teacher to correct your work. (You are to get the key
answer only after you finished answering the Self check 4).
Definition:
A team is defined as two or more people who interact and influence each
other toward a common purpose
Types of teams
1. Formal Team: is a team deliberately created by managers to carry
out specific activities,
which help the organization to achieve its objectives.
Formal team can be classified as
a. Command team: is a team composed of a manager and employees that
report to the manager.
b. Committee: a formal organizational team usually relatively long lived,
created to carry out specific organizational tasks
c. Task force or project team: A temporary team to address a specific
problem
2. Informal team: emerge whenever people come together and interact
regularly. This group has
A function of:
a. to hold in common the norms and values of their members
b. give to their members status, security and social, satisfaction
c. help their members communicate
d. help solve problems
e. act as a reference groups
3. Super teams: a group of workers drawn from different departments
of the organization to solve problems that workers deal with their daily
performance
4. Self managed team: are super teams who manage themselves without
any formal supervision
Characteristics of a team
Awareness of the characteristics of a team helps to manage effectively
the group. Effective teams are built on:
• Communication
• Trust
• Shared decision-making
• Positive reinforcement
• Cooperation
• Flexibility
• Focus on common goals
• Synergy
Teams that are effective can achieve more together than they would as
individuals all working alone.
Stages of team development
Teams move through five stages to develop
a. Forming: during the initial stage the team forms and learns the
behavior acceptable by the group
Information sheet 1 provide team leadership
b. Storming: as the group becomes more comfortable with one another
they begin to assert their individual personalities
c. Norming: the conflicts that arose in the previous stages are addressed
and hopefully resolved.
Group unity emerges as members establish common goals, norms and
ground rules.
d. Performing: it is a stage by which a group begins to operate as a unit
e. Adjourning: it is a time for a temporary group to wrap-up activities
Team cohesiveness
Team cohesiveness is the degree of solidarity and positive feelings held
by individuals towards their group.
The more cohesive the group the more strongly members feel about
belonging to it. Highly cohesive teams have less tension and hostility
and fewer misunderstandings than less cohesive groups do. Studies have
found that cohesive teams tend to produce more uniform output than less
cohesive groups.
Ways to improve team cohesiveness
1. Introduce competition
2. Increase interpersonal attraction
3. Increase interaction
4. Create common goals
Guidelines for effective committee functioning
1. Goals should be clearly defined, preferably in writing
2. Specify committee’s authority
3. Determine the size of the committee
4. Select a chairperson on the basis of the ability to run the meeting
efficiently
5. Distribute the agenda and all supporting materials before the meeting
6. Start and end meeting on time
1.2. Direction and guidance to the organization
1.3. Management and leadership
What is leadership, and what is the difference between leadership and
management? The difference is:
 Leadership is setting a new direction or vision for a group that they
follow, ie: a leader is the spearhead for that new direction
 Management controls or directs people/resources in a group
according to principles or values that have already been established.
Management
Traditionally, the term "management" refers to the activities (and often
the group of people) involved in the four general functions: planning,
organizing, leading and coordinating of resources. Note that the four
functions recur throughout the organization and are highly integrated.
Emerging trends in management include assertions that leading is
different than managing and that the nature of how the four functions is
carried out must change to accommodate a "new paradigm" in
management.
Leadership
1.4. Modeling performance and practice
1.5. Legislation
1.6. Encouraging innovation and valuing diversity
1.7. Support team
1.8. Participation and review of group development
1.9. Team leader/leading work team
Self-Check 1 Written Test

Directions: Answer all the questions listed below. Use the Answer sheet
provided in the next page:
I- Essay: Explain briefly
1. Explain briefly what is a team? (5pts.)
2. What is the difference between Formal team and Informal team?
(5pts.)
II- Enumeration:
1. Give at least three ways to improve team cohesiveness. (3pts.)
2. Give at least two guidelines for effective committee functioning.
(2pts.)
Note: Satisfactory rating above- 8 points Unsatisfactory below- 8
points
You can ask you teacher for the copy of the correct answers.
Answer Sheet
Name: _________________________ Date: _______________
I- Essay:
1. ___________________________________________
___________________________________________
2. ___________________________________________
___________________________________________
II- Enumeration:
1. ___________________________________________
___________________________________________
___________________________________________
2. ___________________________________________
___________________________________________
Score = ___________
Rating: ____________

LO3: Set performance expectations

for team members
This learning guide is developed to provide you the necessary information
regarding the following content coverage and topics:
 Performance and expectations
This guide will also assist you to attain the learning outcome stated in the cover
page.
Specifically, upon completion of this Learning Guide, you will be able to:
 Maintained or improved individuals and/or team performance given a variety of
possible scenario
 Assessed and monitored team and individual performance against set criteria
 Represented concerns of a team and individual to next level of management or
appropriate specialist and to negotiate on their behalf
 Allocated duties and responsibilities, having regard to individual’s knowledge,
skills and aptitude and the needs of the tasks to be performed
 Set and communicated performance expectations for a range of tasks and duties
within the team and provided feedback to team members
3. Read the information written in the “Information Sheets 3”. Try to understand
what are being discussed. Ask you teacher for assistance if you have hard time
understanding them.
Information sheet 3 Set performance expectations for team members
A lack of clear performance expectations is cited by readers as a key contributing
factor to their happiness or unhappiness at work. In fact, in a poll about what
makes a bad boss – bad, the majority of respondents said that their manager did not
provide clear direction. This factor affected their sense of participation in a venture
larger than themselves and their feelings of engagement, motivation, and
teamwork.
Critical Components of Clear Performance Expectations

The process that results in employees who clearly understand and execute their
performance expectations contains these components:
 A company strategic planning process that defines overall direction and
objectives.
 A communication strategy that tells every employee where their job and needed
outcomes fit within the bigger company strategy.
 A process for goal setting, evaluation, feedback, and accountability that lets
employees knowhow they are doing. This process must provide opportunities for
continuing employee professional and personal development.
 Overall organizational support for the importance of clear performance
expectations communicated through cultural expectations, executive planning and
communication, managerial responsibility and accountability, rewards and
recognition, and company stories
(folklore) about heroic accomplishments that define the workplace.
Communication of Clear Performance Expectations
Communication starts with the strategic planning process of executive leaders.
How they communicate these plans and goals to the organization is critical to
create an organization in which all components are connected and pulling in the
same direction. Executive leadership must clearly communicate its expectations for
the team’s performance and expected outcomes to align each area of the
organization with the overall mission and vision.
At the same time, leadership needs to define the organizational culture of
teamwork desired within the company. Whether a department team or a product,
process, or project team, team members have to understand why the team was
created and the outcomes the organization expects from the team.
Communicating Clear Performance Direction through the PDP
The Performance Development Planning (PDP)process translates these higher
level goals into the outcomes necessary for each employee’s job within the
company. After the quarterly PDP meeting, employees should be clear about their
expected contribution. Goal setting at these meetings should include a performance
evaluation component so the employee knows how he or she has been performing.
Leading up to the PDP meeting, the employee self-evaluation guides each
employee in thinking about their performance. The six-eight goals set at the
meeting, or continued from the previous
PDP, establish performance expectations without micromanaging the employee.
Deciding how to accomplish the goals empowers, engages, and motivates the
employee.

The manager maintains needed contact with the critical steps in the employee’s
performance plan through weekly meetings and coaching. (No, it’s not a free-for-
all when each employee’s work affects other employees and must mesh to
accomplish the whole.) Additionally, this step ensures that employees are
accountable for accomplishing their jobs.
Consider following this same process with each team you establish for the same
sense of interconnectedness and understanding of clear performance expectations.
Continuing Support for Clear Performance Expectations
Your organization accomplishes performance expectations in three key ways.
 You need to show constancy of purpose in supporting individuals and teams
with the resources of people, time and money that will enable them to accomplish
their goals. When you provide the resources teams need to succeed, you ensure the
development of teamwork and the team's best chance for success. Sometimes, this
requires the reshuffling of resources or the renegotiation of goals. But, the visual
application of resources sends a powerful message of support.
 The work of the team needs to receive sufficient emphasis as a priority in terms
of the time, discussion; attention and interest directed its way by executive leaders.
Employees are watching and need to know that the organization really cares.
 Finally, the critical component in continuing organizational support for the
importance of the accomplishment of clear performance expectations is your
reward and recognition system.
Clear performance expectations accomplished deserve both public recognition and
private compensation. Publically cheering and celebrating team accomplishments
enhances the team's feeling of success. The recognition clearly communicates the
behaviors and actions the company expects from its employees.
Use clear expectations to help your employees develop accountable, productive,
meaningful, participatory teamwork.
3.1. Assisting staff to improve their performance

3.2. Factors affecting performance
Performance appraisals are supposed to evaluate the performance of a worker,
reward good
Performance with promotions and pay raises and set goals to help employees
continue to
Improve. In reality, however, performance appraisals are affected by a wide range
of Psychological factors. Even when supervisors are working with a well-defined
guideline to be valuating workplace performance, they can easily fall off track with
results disadvantageous to both the worker and the company.

Standards of Evaluation
 One especially tricky performance appraisal factor is standards of evaluation.
Many companies use subjective terms like "excellent," "good" and "fair" to
characterize performance, but these terms may mean very different things to
different people. If a company has two different evaluators, this can lead to serious
bias; a more or less average worker who performs all of his job duties correctly
may receive a "good" rating with one evaluator but only an "average" or "fair"
rating with the other.
General Biases
 There are many ways a supervisor can skew everyone's evaluations. Some
supervisors exhibit the central tendency, rating everyone as about average and only
deviating in extreme circumstances. By contrast, an evaluator exhibiting a leniency
bias would rate everyone fairly high, perhaps out of a desire to be nice or a desire
to avoid confronting unhappy employees.
An evaluator might also only look at recent performance, exhibiting a recency bias.
An opportunity bias can also skew results, with evaluators blaming or praising
employees for things that were actually out of their control. For example, a
salesman could have declining sales numbers do to a sharp economic downturn,
poor product quality or poor inventory management, none of which would be his
fault.

Directions: Answer all the questions listed below. Use the Answer sheet
provided in the next page:
1. Explain briefly what is strategic planning process? (5pts.)
2. Explain briefly what Performance Development Planning (PDP) is
Note: Satisfactory rating above- 5 points Unsatisfactory below- 5 points
You can ask your teacher for the copy of the correct answers.
Answer Sheet
Name: _________________________ Date: _______________
I- Essay:
1. ___________________________________________
___________________________________________
2.___________________________________________
___________________________________________

LO4: Supervise team performance

This learning guide is developed to provide you the necessary information
regarding the following content coverage and topics:
 Monitoring of performance
 Feedback
 Performance issues
This guide will also assist you to attain the learning outcome stated in the cover
page.
Specifically, upon completion of this Learning Guide, you will be able to:
 Maintained or improved individuals and/or team performance given a variety of
possible
\scenario
 Assessed and monitored team and individual performance against set criteria
 Represented concerns of a team and individual to next level of management or
appropriate specialist and to negotiate on their behalf
 Allocated duties and responsibilities, having regard to individual’s knowledge,
skills and aptitude and the needs of the tasks to be performed
 Set and communicated performance expectations for a range of tasks and duties
within the team and provided feedback to team members
3. Read the information written in the “Information Sheets 4”. Try to understand
what are being discussed. Ask you teacher for assistance if you have hard time
understanding them.
5. Ask from your teacher the key to correction (key answers) or you can request
your teacher to correct your work. (You are to get the key answer only after you
finished answering the
Self-check 4).

6. Submit your accomplished Self-check. This will form part of your training
portfolio.
Information sheet 4 Supervise team performance
Supervision and Team Leadership
Supervising a group of people should be viewed as a great privilege. In this role
you and you alone will determine the motivation and morale of your team. By
providing a positive workplaceyour people will become positive, this positivism
will enrich every aspect of their lives. When you look at the role of a team leader,
the role is to give people the gift of self belief, to believe that they are valuable and
their contribution is worthwhile.
All of the techniques that you will need to use are included here, why not take five
minutes and rows the expertly prepared content rich pages and discover the great
leader within.
What is Supervision?
If you talk to a few managers you will quickly find that there are a number of
different views on the role of a supervisor or a team leader. Some of these views
focus on what team leaders actually do rather than focusing on what they should
be doing. There is also a variation in what managers are willing to delegate
responsibility to their team leaders for. As a result of this variation there are three
distinct supervision or team leader roles.
Discover the 9 must have Team Leader Capabilities
There are 9 key capabilities that all team leaders must have. These 9 key team
leader capabilities are universal capabilities. Once you have these capabilities you
will be able to work as a team leader in any organization or in any industry. Today,
you can access, free of charge, a professionally prepared self assessment for each
of these 9 effective leadership skills which can also be used to assist with your
development.
Building a high performing team
There is a strong relationship between your leadership behavior (the things you do
with your time at work) and the performance of your employees.
If you are like most team leaders, you will want to lead a high performing team. A
team where your highly engaged team members continuously strive to achieve
higher and higher levels of performance.
So, how do you build a high performing team?
Given that your employee’s performance is directly related to the things you do as
a leader, if you want to build a high performing team all you need to do is focus on
doing the things that add the most value.
To find out about the 7 most effective leadership behaviors

Our coaching and articles are focused on team leader behaviors that result in the
development of empowered high performing teams.
4.1. Monitor team performance
4.1 definition of performance
4.2 performance criteria
4.3 Types of monitoring performance
4.3.1..Formal process
4.3.2. Informal process
4.4 Documentation and reporting
The student will be able to correctly and appropriately document data pertinent to
the care of clients.1. Explain the purposes of documentation in healthcare.2.
Discuss the principles of effective documentation.3. Describe various methods of
documentation.4. Describe various types of documentation records.5. Describe the
latest advances in computerized documentation.
Documentation is the written or printed record of a clients care; its an essential
nursing responsibility. It is the Accountants respons ability that the record remains
CONFIDENTIAL.
Documentation allows continuity of care, gives a way to let other healthcare
Workers know what we have done, and is a legal documentation on the client.
6 purposes for documentation
1 . C ommu n i c a t ion
2 .L gal document anion
3. Financial billing/reimbursement
4. Education
5 .Research
6. Audit-monitoring/quality assurance
Documentation needs to beCC FLAT

•Concise
•Complete
•Factual
•Legible
•Accurate
•Timely (current)
5 different documentation systems
1. Narrative- chronological account of client’s care & response to care2.Problem-
orientedstructure that emphasizes the clients identified problems and progress

3.Charting by exception (CBE)- requires only deviations from baseline4.Problem-

interventionevaluation(
PIE)- organizes information according to the clients problems5.Electronic
charting-newer method of documenting client care
○Narrative documentation
•More traditional method of charting
•In story like format
•What you hear, observe, inspect, do, or teach
•Can use descriptive phrases
•Can explain in detail
•-use narrative when something goes wrong, during a code trauma’s in the ER. etc
4.5 . Feedback
4.5.1. Formal process
4.5.2. Informal process
Directions:Answer all the questions listed below. Use the Answer sheet provided
in the next
page:
1. Explain briefly what is Supervision? (5pts.)
2. How do you build a high performing team? (5pts.)
Note: Satisfactory rating above- 5 points Unsatisfactory below- 5 points
You can ask your teacher for the copy of the correct answers.
Answer Sheet
Name: _________________________ Date: _______________
I- Essay:
1. ___________________________________________
___________________________________________
2.___________________________________________
___________________________________________


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Rift valley university

Training, Teaching and Learning Materials

Rift valley university

TTLM Code: BUF ACB3M 23 0812

TTLM Development Manual Date: 28/02/2018

Summary of Learning Outcomes

After completing this learning guide, you should be able to:

o Read through the Learning Guide carefully. It is divided into sections

TTLM Development Manual Date: 28/02/2018

Lo1:- Provide team leadership

TTLM Development Manual Date: 28/02/2018

TTLM Development Manual Date: 28/02/2018

Self-Check 1 Written Test

TTLM Development Manual Date: 28/02/2018

LO3: Set performance expectations

TTLM Development Manual Date: 28/02/2018

TTLM Development Manual Date: 28/02/2018

3.1. Assisting staff to improve their performance

TTLM Development Manual Date: 28/02/2018

Self-Check 3 Written Test

TTLM Development Manual Date: 28/02/2018

LO4: Supervise team performance

TTLM Development Manual Date: 28/02/2018

TTLM Development Manual Date: 28/02/2018

Documentation needs to beCC FLAT

TTLM Development Manual Date: 28/02/2018

3.Charting by exception (CBE)- requires only deviations from baseline4.Problem-

TTLM Development Manual Date: 28/02/2018

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