Business Studies Grade 11

Grade 11

NSC Business Studies Séan Topper | Lisa Akerman | Yvette Russell | José Oliveira Cathlyn Dracatos | Sumari Purdon

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Studying Business Grade 11 Textbook

This book was designed to work together with the Studying Business Skeleton Workbook for summaries and examination revision.

Séan Topper Yvette Russell Lisa Akerman José Oliveira Cathlyn Dracatos Sumari Purdon

Studying Business Grade 11

PTY LTD

Published by: Excom Publishers (Pty) Ltd Registration Number: 2017/328968/07 Enquiries: orders@excompublishers.co.za www.excompublishers.co.za Cell: 083 785 7813

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Studying Business Grade 11

Table of Contents

Chapter 1

Teamwork, Conflict, Stress, Crisis and Change Management

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Section A: Teamwork and Conflict Management................................................................1

Problems in Teamwork.........................................................................................................1

Types of Teams....................................................................................................................3

Team Roles..........................................................................................................................4

Team Processes...................................................................................................................8

Team Dynamics..................................................................................................................10

Project Management..........................................................................................................17

Conflict Management.........................................................................................................20

Section B: Stress, Crisis and Change Management........................................................23

Stress Management...........................................................................................................23

Crisis Management............................................................................................................32

Change Management.........................................................................................................35

Chapter 2

Professionalism and Ethics

45

Professionalism..................................................................................................................45 Ethics..................................................................................................................................49 Chapter 3

Corporate Social Responsibility

57

Introduction.........................................................................................................................57

Citizenship Roles and Responsibilities...............................................................................57

Constitutional Rights..........................................................................................................59

Corporate Social Responsibility.........................................................................................60

UN Sustainable Development Goals..................................................................................68

Individual Social Responsibility..........................................................................................69

Chapter 4

Creative Thinking and Problem Solving

What is Creativity?.............................................................................................................71

Creative-thinking Exercises................................................................................................72

Problem Solving.................................................................................................................76

Chapter 5

Business Environments and Sectors

Section A: Business Environments...................................................................................87

Micro Environment:............................................................................................................88

Market Environment...........................................................................................................89

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Macro Environment............................................................................................................90

Linking the Different Environments....................................................................................91

Adapting to the Challenges of the Business Environments................................................92

Analysing the Business Environments...............................................................................95

Section B: Sectors...........................................................................................................101

Public and Private Sectors...............................................................................................101

Primary, Secondary and Tertiary Sectors.........................................................................103

Conclusion........................................................................................................................107 Chapter 6

The Entrepreneur as Leader and Manager

109

Section A: Entrepreneurship...........................................................................................109

Introduction to Entrepreneurship......................................................................................109

Entrepreneurs and Intrapreneurs..................................................................................... 110

Entrepreneurs................................................................................................................... 112

Businesses that embrace entrepreneurial qualities.......................................................... 113

Business Plans to Action Plans........................................................................................ 116

Starting a Business Venture.............................................................................................121

Section B: Management and Leadership........................................................................122

Introduction.......................................................................................................................122 Management....................................................................................................................122

Management Functions (also known as business functions)...........................................125

The General Manager (GM).............................................................................................125

Management Tasks..........................................................................................................126

Additional/other elements of the management task.........................................................134

Management in the Private and Public Sectors...............................................................137

Chapter 7

Forms of Ownership

Section A: Forms of Ownership......................................................................................139

Choosing a Form of Ownership........................................................................................139

Factors that may contribute to the success or failure of a business.................................141

Section B: The Companies Act (71 of 2008)..................................................................147

The objectives of the Companies Act ..............................................................................147

The position of Close Corporations (CC’s) under the new Act.........................................147

Details of the Companies Act...........................................................................................148

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Studying Business Grade 11

Chapter 1

Chapter 8

Marketing Function

153

Section A: Marketing......................................................................................................153

Introduction.......................................................................................................................153 Consumerism...................................................................................................................156

The Role of the Marketing Manager.................................................................................159

The Product Policy...........................................................................................................160

Pricing Policy....................................................................................................................172

Place Policy (Distribution)................................................................................................175

Promotion Policy (Marketing Communication).................................................................180

Section B: International Marketing.................................................................................195

Chapter 9

Risk, Financial, Public Relations and Human Resource Management

Section A: Risk Management..........................................................................................203

What is Risk Management?.............................................................................................203

Risk management concepts.............................................................................................203

Types of Risks .................................................................................................................205

Risk Management Process .............................................................................................206

Section B: Financial Function..........................................................................................209

Feasibility Studies............................................................................................................209

Costs, Revenue and Break-even Analysis....................................................................... 211

203

Budgets............................................................................................................................212

Pricing policy in marketing................................................................................................212

Investment........................................................................................................................215 Insurance..........................................................................................................................219

Advantages of Insurance/Assurance................................................................................223

Section C: Public Relations Function .............................................................................224

Advantages of Public Relations .......................................................................................225

Disadvantages of Public Relations ..................................................................................225

Importance of Public Relations.........................................................................................225

Public Relations Tools......................................................................................................226

Differences between Marketing and Public Relations......................................................227

Other Public Relations Roles...........................................................................................227

Section D: Human Resource Function (HR)...................................................................230

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Definition, Importance and Aim of the HR Function.........................................................230

Human Resource Activities..............................................................................................231

The Role of the Personnel Function in Labour Relations.................................................234

Types of Legislation in South Africa ................................................................................234

Chapter 10

Acquiring Business

Starting a New Business..................................................................................................237

Buying an Existing Business............................................................................................237

Expanding/Growing an Existing Business........................................................................244

Chapter 11

Business Related Information

Importance of Communication.........................................................................................247

Communication and Organisational Objectives...............................................................248

Communication Problems................................................................................................251

Collecting and Sorting Information...................................................................................253

Visual Data.......................................................................................................................255

Modern Communication Methods....................................................................................259

Formal meetings .............................................................................................................262

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This is a talking textbook! ‘Bubbles’ are located throughout the book, which provide QR codes that can be scanned to give you more information and additional examples. Simply download a free QR reader onto your smartphone or device, or click on the active links in the eBook versions to access these 60-90 second interactive lessons, which will help you revise or catch up on missed concepts!

Career Ideas this symbol Throughout the book you will see ortunities which denotes possible career opp linked with that topic.

Introducing Bubbles

Career Possibilities

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Chapter 1

Teamwork, Conflict, Stress, Crisis and Change Management

Section A: Teamwork and Conflict Management Introduction Simple tasks are easy to do individually, and the sense of accomplishment is “No man is an island, great when you have been able to do something of importance by yourself. entire of itself” John Donne But most tasks are too complex and time-consuming for a single person to be able to handle on his own. Can you imagine one person trying to build a building and having to do all the excavating, ordering of stock, financing, building, electrical work, plumbing etc. on his own? Not only would it take so long that the building would probably be out of date by the time it is complete, but no one person would be an expert at all those things, so some aspects would not be done as effectively as others. Teamwork is essential in order for tasks to be done optimally. By using people simultaneously (one person orders stock and organises deliveries, while the others continue building) the total time needed for the task is not only reduced, but it is possible to use experts in each field in order to get the best possible quality.

Teams are also effective in many other ways, for example: ○ Sports such as cricket, netball, rugby, hockey. ○ R unning a business with different people handling each of the management functions. (Can you name these?) ○ Staging a production or making a movie.

1. Problems in Teamwork

Teamwork

1.1 Introduction Teams do NOT always run smoothly: Having a whole lot of people with different personalities, different ideas, different goals and different ways of doing things all working towards a common goal is often a recipe for disaster. This is because, despite the formal goal of the team, people often have their own agendas too. Occasionally, the only way to make it work is with a sense of humour!

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Look at the following tongue-in-the-cheek definitions relating to some aspects of teamwork.

Daffy Definitions: Conference

The confusion of one man multiplied by the number present.

Conference Room

A place where everybody talks, nobody listens and everybody disagrees later on.

Compromise

The art of dividing a cake in such a way that everybody believes they got the biggest piece.

Committee

Individuals who can do nothing individually and sit to decide that nothing can be done together.

Experience

The name men give to their mistakes.

Boss

Someone who is early when you are late, and late when you are early.

Source: Smith, B. Daffy Office Definitions (Anonymous).

1.2 Problems experienced in teams It is therefore always important to set aside personal issues, be prepared to compromise, and learn how to work together with others in a team environment. This is not always easy due to various factors which cause problems: ○ Lack of a common aim may result in a lack of focus for the group. ○ People have different ideas on how they want things done. ○ People work at different speeds, sometimes holding up the entire group as a result. ○ Sometimes the group does not have the correct skills for all the tasks. ○ If there is no specific leader, it could lead to multiple people trying to take charge. ○ Conflict between team members may distract the team from the task at hand. ○ Personal egos may be in conflict with the team goal, and detract from the work that needs to be done.

1.3 Establishing effective teams In order to solve these problems, it is essential that potential team members are trained to work together effectively. This entails: ○ Learning how to analyse and classify types of teams (in order to understand how they work and to decide which team format is best for this particular situation). ○ Learning about the different team roles that are essential for effective working. ○ Understanding team processes (the various stages a team goes through during its term of existence). ○ Understanding team dynamics. ○ Learning how to manage conflict in teams.

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2. Types of Teams Broadly speaking, there are two types of teams:

2.1 Informal teams Informal and Informal teams are groups of people who gravitate towards each other due to common formal teams interests or shared goals; for example, a group of friends, or people who love animals, or everyone that plays soccer at break. Even within a business informal groups will form that go to lunch together, establish things like Action Cricket teams, or socialise outside of the office. These members are normally fiercely loyal to the team, and will follow their own code of conduct, protecting members against outsiders.

The advantages of belonging to such a team are: ○ Sense of identity. ○ Friendship and support. ○ Opportunity to discuss or participate in an interest or hobby with like-minded people. ○ Being part of an informal communication network – grapevine.

2.2 Formal teams Formal teams are normally created by management to work towards achieving the goals of the organisation. In some cases of democratic management, members may have the choice of which team they belong to; for example, which sport you want to do at school, or, in a business, whether you want to be trained on the production or quality control sides.

Organisational goals are only achieved by dividing them into sub-goals for various teams to achieve, so formal teams in a business can be created to achieve outcomes such as: ○ Producing specific aspects of work; ○ Developing new ideas; ○ Managing a process; ○ Resolving conflict or doing problem solving; and ○ Improving working conditions and motivation of employees.

Benefits of working through teams to achieve these goals include: ○ Increased motivation (spurring each other on); ○ Productivity (two or more heads are better than one); ○ Decreased costs (e.g. avoiding duplication) and wastage (not duplicating work); ○ Improved decision making (brainstorming); ○ Less duplication of effort (learning through others’ mistakes); and ○ Greater flexibility and the ability to adapt to change.

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Exercise 1.1: Teamwork hampering productivity It can be argued that teams can achieve the exact opposite of all these benefits as well. See how many aspects you can list where teamwork can hamper productivity, or be more cumbersome and expensive than individual work.

3. Team Roles In Grade 10 you learnt about the most standard team roles using the LTCD Method: Leader, Thinker, Carer and Doer and (or any other similar classification). These are some of the team roles at their most basic. However, in reality, most teams are more complex and many of the problems that arise in teams could be avoided if roles are more clearly defined and correctly allocated. For this reason, we are going to look at more detailed role allocation this year.

Aspects that need to be considered when allocating roles include: ○ T he aim of the team: What does the team intend to achieve? If it is a complex goal, it will also need to be broken down into sub-goals. ○ T he size of the team: Members in a particularly small team will need to double up on roles (play more than one role), whereas a large team will have several members playing similar roles. ○ T he expected life span of the team: Some teams operate only for a limited period, e.g. a sports team for a season; others will be long term, e.g. the workers in a factory. ○ T he strengths and weaknesses of each member: Too many similar strengths could lead to conflict, and weaknesses that are not compensated for in team members may lead to serious problems, e.g. if no group member is computer literate and the task requires Internet research. One of the greatest factors here is also the availability of a leader. If none of the team members has leadership qualities, the team is likely to have substantial problems in operating. ○ T he available resources: Resources such as financing and equipment can, in some cases, compensate for some of the problems mentioned above. For example, if sufficient funds are available, someone else can be hired to do the computer work. ○ A ccountability: It is important that there is accountability for each task in the group. Even if the whole group is involved, one person must take responsibility to co-ordinate it. Previous experience may be the deciding factor in who gets the task.

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Chapter 1

Exercise 1.2: Team Roles The following is a listing of generic group roles, not based on a specific theory. Break into small groups and read through the definitions of each group role in Table 1 (for this exercise, ignore the last two columns). Now try to find a synonym for each group role and write it in below the role in column one.

Table 1: Team Roles Role

SelfEvaluation

Initiator

This is the person who gets everyone going, will often read the instructions out loud and organise the voting for a leader as well as contribute new ideas throughout the process.

Investigator

This is the person who will volunteer to do the research, find contacts or follow up on leads regarding resources.

Administrator

This is the person who will do the paperwork, keep track of attendance at meetings, do Agendas and Minutes, as well as typing up the final presentations etc.

Motivator

This person is a caring “people’s person” who gets everyone excited about the project, encourages them when things are not going according to plan, and makes sure that everyone is happy, involved and has an opportunity to contribute. They will notice when someone withdraws or when feelings are hurt, and try to rectify things.

Coordinator

This is the person who will ensure that resources are allocated and properly used, and that all the bits are coming together, especially on timing issues (i.e. deadlines are met); for example, that the research is ready on time, that the administration is being done regularly etc.

Activator

In-between all these “glamorous” roles, the actual work also has to be done! Most team members will get involved and actively participate in the practical execution of the work in the team.

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Leader

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At first glance, it seems as if a lot of the management functions have already been covered in the other roles. But true leadership is far more than any individual role – and although the leadership role takes all of the other activities to a whole new level, its primary focus is to do the decision-making and crisis management.

This includes the ability to solve problems as well as managing the ongoing process. That is why it is possible to hand over managerial functions such as planning and coordination to someone else. In some cases, especially where the situation is volatile or problematic, it is essential for the leader to be able to step back and keep an eye on the bigger picture, rather than to get too bogged down with the detail.

Exercise 1.3: Application of Team Roles Part A: Individual Part B: Pairs Part C: Group (See rubric for this exercise) Go back to Table 1 Team Roles and do the following:

Part A: Individual ○ C hoose one occasion when you worked in a team with someone in the class (e.g. sports,class project, Matric Dance Committee, Prefects). ○ R ate the roles you played in that team, in order of priority (1 = Primary Role (Main role), 2 = Secondary (Other roles you play either by default or by choice etc).

Part B: Pairs ○ G et another member of the team you chose to rate YOUR role – they may have a very different perspective! ○ Discuss and ensure each of you justifies your choices. ○ A nswer the question: Do you play the same role in different groups or not? Give examples to illustrate.

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Part C: Group Discussion The following is an issue that arises often in class projects and group work. Break into groups and discuss both the issue, and possible solutions. Then report back to the class. ○ W hat if nobody steps in to fulfil a role? It is easy to assume that somebody automatically fills a role, but does that always happen? Sometimes the same person fulfils all roles because nobody else in the team has the ability or motivation to act. What are the roles in the team of those who do nothing? ○ W hat are the solutions to this problem? Working with others is a fact of life both in school and the real world, so solutions must be based on SOLVING the problem, not AVOIDING it (by working individually).

Criteria

Level 1

Level 2

Level 3

Level 4

0–2

3–5

6–7

8 – 10

Learner not taking exercise

Some answers Some attempt filled in, but less at completing

Excellent effort with an attempt

seriously, inadequate effort.

than half done properly.

exercise, but not neat.

at analysing his own role in a team.

Rating each other and discussion

Learners not taking exercise seriously, inadequate effort.

Some attempt at discussion and completing exercise, but less than half the answers not done properly.

Good use of time and pairs are focussed in discussion.

Excellent discussion and effort with honest attempt to analyse team roles.

Group discussion

Learners not taking exercise

Some attempt at discussion

Good use of time and group and completing is focused in exercise, but no discussion, but only three or real attempt to less workable come up with suggestions. solutions.

Excellent discussion and group effort with several good suggestions that are applicable to school project situations.

Individual

Pairs –

seriously, inadequate effort.

TOTAL

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g to this topic: career suggestions relatin The following are some sportsman th team and individual Manager, sportsman (bo rts boards etc), e.g. with manager, spo have to work in teams m, editing team, pal, politician, sales tea educator, coach, princi s, management sic band, camp facilitator interior decorators, mu rs, waiters, rs, medical teams, builde teams, chefs, instructo haeologists... actors, airline staff, arc

Career Possibilities

4. Team Processes Team processes refer to the different steps a team goes through from start to finish.

In the process of this interaction, the team follows certain stages that are explained in the table below. Even informal teams, without pre-planning, will instinctively go through most of these stages:

Team Processes

Team Processes: Forming

During the forming stage, unrelated members are either allocated, or spontaneously come together to start forming a team.

Storming

During storming, the most volatile stage, the team members are finding their roles as well as testing those of fellow members. Ideas, discussion, disagreement and dissension are all rampant and part of the creative process. Members’ past experiences should be noted as a potential future resource.

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Norming

Norming is the “calm after the storm”, when the team starts to gel and begins to work towards a common goal. Team roles are either assigned by a leader or assumed, unworkable ideas discarded and some agreement reached that all members are happy to proceed with. Team briefing will occur where the leader allocates roles, specifies aims and sets up working methods. If there are several possible ideas, one will be prioritised and analysed to see if it is viable. If not, the process will be repeated until a workable solution is found.

Performing

In the performing step the actual work is done.

Members may move off to complete their allocated tasks, or break into sub-teams to debate sections on the task further. Barriers and problems are addressed and solved to enable the team to proceed. Productivity is determined by the cohesion and buy-in of the group members. This stage is potentially the longest lasting of all, depending on the nature of the task at hand.

Adjourning

Disbanding of the group, or adjourning, occurs either when the task is completed, or realisation is reached that it will not be successful.

y Mourning y Transforming

If unsuccessful, a process of mourning may occur.

Members may have formed close bonds, and will need to reflect and ask questions before letting go.

If successful, this mourning process will be followed by a period of celebration and achievement-reflection.

In many cases, the team will transform and restart a new project, sometimes with different members, or new goals such as a sports team at the end of a season.

Next season will bring new players and challenges.

Exercise 1.4: Team Processes Break into groups with other learners who have played on a sports team, or worked together in any other capacity together (e.g. Public speaking, Entrepreneurship project, School production, House activities or school camp) and identify exactly when that team went through each process.

If it is a current team, identify when adjourning is likely to take place.

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5. Team Dynamics Team dynamics refers to how well a team works together. Due to the interaction between team members, it is a constant “push and pull” effect of actions and reactions. No individual member can work independently – each person must adjust to what is happening in the rest of the team.

In a best-case scenario, all members of the team get on well together, are happy with their roles and work to the best of their abilities. Problems and challenges are addressed with enthusiasm, open minds and the flexibility to adjust planning to incorporate the new aspects that have been introduced. There is enough time, funding and resources to work through problems thoroughly and of course everyone is patient, friendly and cooperative. How often do you think this happens?

The reality is, of course, far from this and it is therefore important to understand all the underlying tensions and issues in order to avoid conflict and problems. The ability to identify and tackle a problem early, before it gets to the stage of debilitating the group, is fundamental to the successful working of the group.

Problems arise mainly through the following: ○ Lack of communication. ○ Lack of strong leadership and management of team processes. ○ Personality differences and underlying tensions. ○ Not having the correct skills and resources to complete the task successfully. ○ Lack of direction or clear goals (or team members put their personal goals ahead of team goals). ○ Inadequate role allocation and organisation. ○ Lack of commitment from team members who do not work to their full potential or at all. ○ Other issues such as prejudice, beliefs, values and diversity affecting the interaction of team members. This was discussed in detail in Grade 10.

5.1 Team attitude/spirit Think of your favourite sports team (either a national team, or one at school) and the hype before a big game: lots of motivational talk, enthusiasm, cheerleaders, supporters singing, everyone wearing team colours. All these help to build team spirit and create a positive attitude where the team is psyched to win and give of its best.

In contrast, have you ever been on a team that is demotivated? Often it is one where you are a forced participant (i.e. not there by choice such as a project for a subject that you really don’t like!), and it is very difficult to get enthusiastic or to give your best. Teams like this are often doomed from the start, unless a strong leader or good motivator can change the general attitude and extract the best performance from everybody. There are many movies where a coach takes a down-and-out team and changes them into winners simply by changing their attitude. Coach Carter is one such movie – can you think of any others?

Attitude is a fundamental building block in creating successful team dynamics, and if you are ever on an unsuccessful team, remember to look at this aspect first. Often all the training and practising in the world will not make as much of a difference as a change in attitude.

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5.2 Team briefing Team briefing is another essential part of optimum team dynamics. If the communication of goals and processes is not effective, the team members cannot work together optimally and achieve the desired aim. Can you imagine a First Rugby Team running onto the field without a game plan and specific roles allocated around each player’s strengths? It is pointless if the flyhalf tires himself out in order to try to get possession of the ball, and he is then not in the right place at the right time when an opportunity to score comes along.

Team Briefing

It is the leader’s role to analyse the available information, time and budgets and summarise them effectively for the team.

Team briefings should adhere to some specific criteria: ○ Be led by the Team Leader, and reinforce his/her role in the team. ○ Give direction and focus to the team. ○ Be short and to the point. ○ Be clear in communicating aims, roles and responsibilities (i.e. state expectations). ○ Specify timelines and expected outcomes. ○ Avoid general, non-specific discussions. ○ Allow for questions to be asked and answered. ○ Be motivational and inspire members to do their best. ○ Assist individuals and groups to cope with change and innovation. ○ Quantify the type and extent of support structures.

All team members should leave a briefing session knowing what the bigger goal is, what THEIR part in it is and what the time-line for completion is. But they should also feel motivated and eager to do their part, with total buy-in to the vision.

5.3 Team synergy Team synergy is important in order for the team to work at achieving the same goals.

As we have seen, team members should support each other and it is therefore important for them not to jeopardise the work of others. Ideally, synergy (the process of optimal cooperation where the team together achieves more than the individuals could on their own) is achieved through consensus (where everyone agrees), but in the real world, that does not always happen. More often than not, compromise is needed, so that an issue is discussed and a decision is taken which the majority is happy with, and the minority can live with.

Synergy

Team synergy is best summarised as: Synchronised Energy!

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5.4 Team dynamics in practice The success of the team is the composite of the individual roles, which means that any one team member who is not working properly becomes “the weakest link” and poses a potential problem for the team as a whole. Think of projects you have had to do in a team – what happens when someone forgets to bring their part, is late doing research or absent on the day of the presentation or just does such a bad job that the rest of the team has to redo it? Because the final mark affects everyone, the team often has to compensate in these situations, which puts additional strain on each of them, as well as affecting the inter-relationships, attitudes and general performance of the team.

This problem of a weak link in the team can arise in two ways: y A team is constituted without the necessary skills Whether in a work or school situation, it is always important to do a SWOT analysis and evaluate the team in detail before starting. ◦

A netball team with fantastic players but no good shooters will succeed only in getting the ball into the circle, not scoring goals.

◦

In the same way, a school project may have excellent researchers, but if no-one is good at putting the findings onto a PowerPoint presentation, the marks will be badly affected in the end.

For projects where you have a choice of members, always look at the skills you need, not at aspects such as working with your best friend.

y A team member does not pull his or her weight, is absent or lets the team down This is a serious problem, as it often leads to crisis management, and puts a lot of stress onto the remaining members. Depending on the type of task, it may also not be possible to get time extensions. It is one of the reasons why it is important to do planning and stick to deadlines. If the group agrees the research for a project is due a week before the presentation, it is a lot easier to solve problems that may arise than on the morning that the presentation is due!

5.5 Team Dynamic Theories Team Dynamic Theories looks at the way that members of a team pool their resources, skills and expertise and work together to attain a common goal. In some theories the emphasis is on the team as a whole, in others the individuals are analysed, but in most cases the allocation of roles play an important part. There are many theories available, but we will look at two different types: ○ G eneral theories such as Belbin Theory and Group Consensus are easy to apply and have a “DIY” (Do It Yourself) approach: By doing a bit of research even an informal team can apply them to a group project. ○ S pecific theories such as the Jungian Theory, MRT-I and Margerison-McCann Profiles are based on analytical questionnaires and programmes that analyse the group members and team combinations in detail and need to be professionally done. Companies will pay an expert to come in and analyse their management team or a specific project team, and as this is expensive it is often only done for permanent team structures. As such you need to have a basic understanding of them, but you don't have to learn all the team roles in detail.

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5.5.1 Belbin Team Roles

Belbin® Team Role Summary Descriptions

Resource Inv estigator

Teamworker

Co-ordinator

Contribution: Outgoing, enthusiastic. Explores opportunities and develops contacts.

Contribution: Co-operative, perceptive and diplomatic.

Listens and averts friction.

Contribution: Mature, confident, identifies talent. Clarifies goals.

Delegates effectively.

Allowable Weaknesses: Might be over-optimistic, and can lose interest once the initial enthusiasm has passed.

Allowable Weaknesses: Can be indecisive in crunch situations and tends to avoid confrontation.

Allowable Weaknesses: Can be seen as manipulative and might offload their own share of the work.

Monitor Evaluator

Plant Contribution: Creative, imaginative, free-thinking. Generates ideas and solves difficult problems.

Contribution: Sober, strategic and discerning. Sees all options and judges accurately.

Allowable Weaknesses: Might ignore incidentals, and may be too pre-occupied to communicate effectively.

Allowable Weaknesses: Sometimes lacks the drive and ability to inspire others and can be overly critical.

Shaper

Implementer

Contribution: Challenging, dynamic, thrives on pressure.

Has the drive and courage to overcome obstacles.

Contribution: Practical, reliable, efficient. Turns ideas into actions and organises work that needs to be done.

Allowable Weaknesses: Can be prone to provocation, and may sometimes offend people’s feelings.

Allowable Weaknesses: Can be a bit inflexible and slow to respond to new possibilities.

Specialist Contribution: Single-minded, self-starting and dedicated.

They provide specialist knowledge and skills.

Allowable Weaknesses: Can only contribute on a narrow front and tends to dwell on the technicalities.

Completer Finisher Contribution: Painstaking, conscientious, anxious. Searches out errors. Polishes and perfects.

Allowable Weaknesses: Can be inclined to worry unduly, and reluctant to delegate.

Source: https://www.belbin.com/media/2307/belbin-team-role-summary-descriptions.pdf For more information: +44 (0)1223 264975 I www.belbin.com © BELBIN® 2016. ‘BELBIN’ is a registered trademark of BELBIN ASSOCIATES, UK.

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Exercise 1.5: The Belbin® Team Role Circle 1.

Divide into teams of approximately five or six individuals.

2.

Draw the Belbin Team Role Circle on a A3 paper/flipboard. Each team member enters their name in the segments that correspond to their top two team role preferences.(Use the Belbins team role summary description to find your top roles).

3.

Discuss and analyse the findings.

As a team, use your newly-acquired knowledge of team roles and come up with a list of five strengths and five possible weaknesses within your team. An example: “We have Source: https://www.belbin.com/media/1490/team-role-circle.pdf three Teamworkers and no Shapers.

This means that we are at risk of losing direction and focus. However, the atmosphere within the team is likely to be very supportive.”

4.

Also identify three action points, based on your discussion, to increase the team’s effectiveness.

Adapted from: https://www.belbin.com/media/1490/team-role-circle.pdf [Downloaded: 3 August 2020]

5.5.2 Group Consensus Group consensus is a decision-making tool which requires the members of a team to reach mutual consent, but not necessarily agreement on an issue. In other words, one or two members may “agree to disagree” but vote in favour of the motion even though they have some objections. Consensus refers to both the final decision and the process of arriving at the decision.

It is important to reach consensus, as the consequences of implementing the decision will affect the entire group and a broader community (both inside and outside the business) so it is important that all members take ownership of the decision.

Compromise is an important part of reaching consensus, and contentious points will be discussed to try and persuade a team member who disagrees with the majority. If consensus cannot be reached, a dissenting team member may withdraw, or force the team to change the proposal and the process may start again. (NOTE: This is an important one as you can start applying these skills in the teams that you currently work in.)

For more detail on how to reach Group Consensus see: http://www.actupny.org/documents/CDdocuments/Consensus.html

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5.5.3 Jungian Theory The Jungian Theory of Carl Jung, the most widely used and researched theory of personality in the world, forms the basis of the next two theories (MTR-I and Margerison-McCann profiles). Jung, a Swiss Psychologist (who studied under Freud in his early years) founded the concept of Analytical Psychology.

Many programmes, such as the Myers-Briggs Personality Tests (which are often used for career guidance) and the AA program were based on his work.

Jung’s work was very diverse, and he looked at aspects from science to dreams, alchemy, religion and Philosophy. He coined many new terms, such as “Individuation” – which is the process of growing towards your full human potential. Although he contributed to Freud’s work on the Id and ego, he also did a lot of groundbreaking work on the conscious and sub-conscious mind. He was the first one to propose that childhood experiences influence personality, but also that, if negative, these could be overcome through analysis.

5.5.4 MTR-I Approach Management Team Roles Indicator (MTR-I) is an approach that looks at what is needed to close the gap between desired and actual team performance. It seeks to identify specific roles for individuals within teams (see diagram below) to enable them to work towards their own strengths. This is based on the theory that people who are not optimally used will not contribute as much as those who are working within their personal preferences. MTR-I is used for decision making and team collaboration, and looks at both the way the team as a whole functions and the roles individuals in that team play.

It also acknowledges that people will play different roles in different scenarios, and that roles can change over a period of time. Team Dynamics may also shift if someone leaves or a new member joins a team at any time.

Source: http://www.firovia.com/Management-Team-Roles-Indicator/102

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MTR-I is based on the premise that three aspects should be considered: ○ C ollective Competencies – the synergy of the team that can only be achieved by working together. ○ B ehavioural styles – these are the styles based on Jung’s personality types. It is important to identify the behaviours that will lead to optimal success for the team. ○ T eam BARS (Behaviourally Anchored Rating Scale) – this is a scale for measuring individual performance within the team.

For more information see http://www.teamtechnology.co.uk/tools.html

5.5.5 Margerison-McCann profiles This Team Dynamic theory looks at identifying individual roles (see diagram below) through different stages of the team process. It acknowledges that a team works at different levels at different times and takes into consideration the work preferences of individuals.

After completing comprehensive surveys, team members each receive a detailed individual analysis which will ultimately allow the team to utilise strengths and optimise team efforts. One of the advantages of the system is the ability to work with diversity and balance team roles. It also provides guidelines for managing conflict.

Margerison-McCann: Team Management Wheel

Source: http://www.tmsworldwide.com/tms07.html

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Studying Business for Grade 11 The Grade 11 Studying Business book reinforces the concepts used in the FET themes and provides the correct focus for matric preparation. It also equips young businessminded people with the commercial and professional principles required in real life contexts, using both local and international business scenarios.

The Studying Business textbook is updated with contemporary case studies and new activities that encourage learners to reflect on and interact with the new world view brought about by the Covid-19 pandemic and how post-Covid-19 businesses must adapt in an ever-changing economic climate.

Bubbles Inside ‘Bubbles’ are short, interactive online lessons that allow learners to revise concepts and get additional examples and explanations.

Simply scan the QR codes or click on the active links in the eBook version. Bubbles are very useful for revising basic concepts and PTY LTD

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Introducing Bubbles