Admas University

Misrak TVET College

Learning Guide
Unit of Competence: Work with Others
Module Title: Working with Others
LG Code: EIS BCW1 11 0812
TTLM Code: EIS BCW1 11 0812
LO1: Developing Effective Workplace Relations
LO2: Contribute to Workgroup Activities

Occupational Standard: Basic Clerical Works Level I

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Unit Title Work with Others
Unit Code EIS BCW1 11 0812
Unit Descriptor This unit covers the knowledge, skills, and attitudes required to develop
workplace relationship and contribute in workplace activities.

Element Performance Criteria

1. Develop 1.1 Duties and responsibilities are done in a positive manner to promote
effective cooperation and good relationship
workplace 1.2 Assistance is sought from workgroup when difficulties arise and addressed
relationship through discussions
1.3 Feedback on performance provided by others in the team is encouraged,
acknowledged and acted upon
1.4 Differences in personal values and beliefs are respected and
acknowledged in the development
2. Contribute to 2.1 Support is provided to team members to ensure workgroup goals are
work group met
activities 2.2 Constructive contributions to workgroup goals and tasks are made
according to organizational requirements
2.3 Information relevant to work are shared with team members to ensure
designated goals are met

Variable Range
Duties and May include but not limited to:
responsibilities  Job description and employment arrangements
 Organization’s policy relevant to work role
 Organizational structures
 Supervision and accountability requirements including OHS
 Code of conduct
Work group May include but not limited to:
 Supervisor or manager
 Peers/work colleagues
 Other members of the organization
Feedback on May include but not limited to:
performance  Formal/Informal performance appraisal
 Obtaining feedback from supervisors and colleagues and clients
 Personal, reflective behavior strategies
 Routine organizational methods for monitoring service delivery
Providing support May include but not limited to:
to team members  Explaining/clarifying
 Helping colleagues
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  Providing encouragement
 Providing feedback to another team member
 Undertaking extra tasks if necessary
Organizational May include but not limited to:
requirements  Goals, objectives, plans, system and processes
 Legal and organization policy/guidelines
 OHS policies, procedures and programs
 Ethical standards
 Defined resources parameters
 Quality and continuous improvement processes and standards

Evidence Guide
Critical aspects of Demonstrates skills and knowledge in:
Competence  Provided support to team members to ensure goals are met
 Acted on feedback from clients and colleagues
 Accessed learning opportunities to extend own personal work competencies
to enhance team goals and outcomes
Underpinning Demonstrates knowledge of:
Knowledge and  relevant legislation that affects operations, especially with regards to safety
Attitudes  reasons why cooperation and good relationships are important
 knowledge of the organization’s policies, plans and procedures
 understanding how to elicit and interpret feedback
 knowledge of workgroup member’s responsibilities and duties
 importance of demonstrating respect and empathy in dealings with
colleagues
 understanding of how to identify and prioritize personal development
opportunities and options
Underpinning Skills Demonstrates skills to:
 read and understand the organization’s policies and work procedures
 write simple instructions for particular routine tasks
 interpret information gained from correspondence
 request advice, receive feedback and work with a team
 organize work priorities and arrangement
 select and use technology appropriate to a task
 relate to people from a range of social, cultural and ethnic backgrounds
Resource Access is required to real or appropriately simulated situations, including work
Implications areas, materials and equipment, and to information on workplace practices and
OHS practices.
Methods of Competence may be assessed through:
Assessment  Interview / Written Test
 Observation / Demonstration with Oral Questioning
Context of Competence may be assessed in the work place or in a simulated work place
Assessment setting.

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 LO1: Developing Effective Workplace
Introduction
Relations

This learning guide was developed to provide the learners with the knowledge, skills and right
attitudes required to:

 Develop effective workplace relationship

 Contribute to work group activities

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 –
 Have an effective workplace relationship
 Contribute to work group activities

Learning Activities

1. Read the specific objectives of this Learning Guide.

2. Read the information written in the “Information Sheets 1” in page 3.
3. Accomplish the “Self-check 1” in page12.
4. Submit your accomplished Self-check. This will form part of your training portfolio.
5. Read the information written in the “Information Sheets 2” in page 14.
6. Accomplish the “Self-check 2” in page 19.
7. Submit your accomplished Self-check. This will form part of your training portfolio.

*Your teacher will evaluate your output either satisfactory or unsatisfactory. If unsatisfactory, your
teacher shall advice you on additional work. But if satisfactory you can proceed to the next topic.

Information Sheet – 1 Effective Workplace Relationship

Introduction:

Wherever people work together, groups will be formed. People will belong to one or more group, with
each group having a different goal and purpose. These groups may be formal or informal. Formal
groups are created to complete defined tasks, whilst informal groups are created voluntarily and are
made up of individuals with common interests or roles. Informal groups are not usually recognized by
the organization but they can have significant impact upon the work of others and can therefore, be a
useful resource when considering learning opportunities for a student.

What is a workplace?

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A workplace is a location or building where people perform physical or mental work in order to earn a
living. It is usually a location outside one's home or place of residence.

The term "workplace" is also used to describe the work environment in general especially as it
relates to the rights and responsibilities of employees and employers.

Workplace Relationships

In the workplace, everyone interacts with each other. This is how society organizes itself and
communicates together at work. These relationships are valuable for the opportunities they create to
improve performance of individuals, as well as benefiting them, by creating a more useful and
interesting place to work.

Each person in the team has a responsibility and a vested interest in making these relationships
work, for their mutual benefit.

In practice, 'responsibility' is all about doing your bit (and maybe a little more) to oil the wheels of the
relationships you have with all of your colleagues, at whatever level of hierarchy they might be, such
that everyone is a winner.

There are five critical activities that anyone creating a workplace relationship needs to be aware of -
and be prepared to put into practice.

1. Show Commitment

By being onside and decided to make the difference, whatever the history, you are starting a process
to build relationships, even if it means you have to rethink your position as well a bit.

2. Be Interested in Others

You'll build relationships faster if you dump talking all about yourself and make sure you ask
questions that will help you get to know people better. Yet, this isn't actually the point. It's that you are
showing that you are interested that counts.

3. Create Trust

Following through with what you say you will do; being as open and honest as possible; giving and
accepting feedback, as well as showing confidentiality and discretion, are all tiny and still vital tactics
to adopt when building new and maintaining existing relationships.

4. Smile like you mean it

Greet people when you cross paths in the halls. Make small talk in the elevator and the kitchen. Offer
advice--or at least sympathy--when the printer jams. Small gestures like this seem inconsequential,
but go a long way toward establishing you as a friendly, approachable person, which makes your
coworkers much more likely to extend friendship to you in return.

5. Make lunch time social time.

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If your department has a scheduled lunch break, tag along with a group, or ask one of your office
neighbors to a restaurant you enjoy.

6. Know your limits.

Those without strong social butterfly inclinations should not feel left out of the fun. Spend your break
time in the office social hub--the break room or the coffee shop across the street--and have a chat
with whomever comes in. Pop into other people's cubicles on your walk to the supply closet, just to
say hello. You certainly don't have to throw parties to make a few friends on the job.

Group Work Activities

Group Work Activities and enabling strategies

 Group Tasks or Assignments

 Discussion
 Role play
 Problem Based Learning

Description of Group Work Activities

Group work is a form of cooperative learning which aims to develop student’s knowledge, generic
skills, (e.g. communication skills, collaborative skills, critical thinking skills) and attitudes. The ability to
participate effectively in group work or team work is seen as a desirable employability skill and should
be considered to be part of every learner’s educational experience.

Group work can be a means for acknowledging and utilizing an individual learner’s additional
strengths and expertise.

Skills required for Group Work:

 Teamwork
 Communication
 Problem solving
 Time management
 Negotiation
 Delegation
 Co-operation
 Leadership

A. Job Description ?

A job description is a list that a person might use for general tasks, or functions, and responsibilities
of a position. It may often include to whom the position reports, specifications such as the
qualifications or skills needed by the person in the job, or a salary range.

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 1. Creating a job description

A job description is usually developed by conducting a job analysis, which includes examining the
tasks and sequences of tasks necessary to perform the job. The analysis considers the areas of
knowledge and skills needed for the job. A job usually includes several roles.

a. Roles and responsibilities

A job description may include relationships with other people in the organization: Supervisory level,
managerial requirements, and relationships with other colleagues.

b. Goals

A job description need not be limited to explaining the current situation, or work that is currently
expected; it may also set out goals for what might be achieved in future.

c. What is code of conduct ?

A code of conduct is a set of rules or a protocol that explains how people should conduct
themselves. A code of conduct often consists of things to do in certain situations and requires certain
behaviors.

A code of conduct can also act as a way of presenting an organization's or company's philosophy or
ethical approach to the world; for example, an objective or obligation that the organization pursues in
its activities.

What's Included

 A code of conduct can include any responsibilities or practices that the organization feels
necessary for its mission.

B. Organizational structure

An organizational structure consists of activities such as task allocation, coordination and

supervision, which are directed towards the achievement of organizational aims.

It can also be considered as the viewing glass or perspective through which individuals see their
organization and its environment.

Many organizations have hierarchical structures, but not all Organizations are a variant of clustered
entities.

An organization can be structured in many different ways, depending on their objectives. The
structure of an organization will determine the modes in which it operates and performs.

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Organizational structure allows the expressed allocation of responsibilities for different functions and
processes to different entities such as the branch, department, workgroup and individual.

1. Organizational requirements

Basic Definition

Basically, an organization is a person or group of people intentionally organized to accomplish an

overall, common goal or set of goals. Business organizations can range in size from one person to
tens of thousands.

Vision statements, Mission statements and values of an organization

Vision: Defines the desired or intended future state of an organization or enterprise in terms of its
fundamental objective and/or strategic direction. Vision is a long-term view, sometimes describing
how the organization would like the world to be in which it operates.

Mission: Defines the fundamental purpose of an organization or an enterprise, succinctly describing

why it exists and what it does to achieve its Vision.

It is sometimes used to set out a "picture" of the organization in the future. A mission statement
provides details of what is done and answers the question: "What do we do?"

Values: Beliefs that are shared among the stakeholders of an organization. Values drive an
organization's culture and priorities and provide a framework in which decisions are made. For
example, "Knowledge and skills are the keys to success" or "give a man bread and feed him for a
day, but teach him to farm and feed him for life". These example values may set the priorities of self
sufficiency over shelter.

Strategy: Strategy, narrowly defined, means "the art of the general" (from Greek stratigos). A
combination of the ends (goals) for which the firm is striving and the means (policies) by which it is
seeking to get there.

Organizations sometimes summarize goals and objectives into a mission statement and/or a vision
statement. Others begin with a vision and mission and use them to formulate goals and objectives.

 A Mission statement tells you the fundamental purpose of the organization. It defines the
customer and the critical processes. It informs you of the desired level of performance.

 A Vision statement outlines what the organization wants to be, or how it wants the world in
which it operates to be. It concentrates on the future. It is a source of inspiration. It provides
clear decision-making criteria.

C. Process Flow

Three steps can vary in the creation of your organizational plan in Simple Maintenance:
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a. Creating the Organizational Structure

An organizational plan will be described by organizational units which exist in a company.

These organizational units are linked in a hierarchical structure which mirrors the reporting
paths of the company. You can, however, create organizational units which exist apart from a
structure.

To start a new plan, you must begin by creating a root organizational unit. A root organizational
unit is the highest level unit in an organizational structure, for example, Board of Directors. The
root organizational unit is the starting point of the organizational structure.

b. Creating a staff assignment

A staff assignment is created for each organizational unit. Positions are created which are
allocated to organizational units. A position is based on a job which describes it, this is an
advantage of the organizational model which contains your organizational plan. This means
that a position inherits the description of the task. This lowers your administrative costs. You
only have to describe the position using tasks which are not inherited.

A job is a business segment which is defined by task and requirement. Jobs (secretary or
programmer, for example) will only appear once in a company. You can create jobs when they
are necessary for your organizational structure but do not yet exist in your job index. If you
create a position first, the jobs which you have assigned to the position will be displayed.
Simple Maintenance lets you create several jobs at once.

Holders are then assigned to positions. You use this feature to determine which person
(employee) or R/3 user occupies a position. By assigning a position, R/3 users in Workflow
can, directly or indirectly - by their relationship with employees - be determined as agents of
work items. In Simple Maintenance you can identify positions as chief positions of an
organizational unit.

c. Creating a task profile

Once you have created your organizational structure and staff assignments, you can create
and edit task profiles using Simple Maintenance. Using the task profile you can determine
which tasks are specific to organizational units, jobs and positions. The specific assignment of
tasks is important when determining agents using SAP Business Workflow as possible agents
are determined when you assign tasks.

You can describe tasks in as much or as little detail as you want and include them in your task
catalog. In this way the traditional job descriptions can be replaced at little cost. It is
recommended that tasks are assigned to jobs. Tasks should only be assigned to positions if
they are specific to those positions. Tasks assigned to jobs are automatically passed on to the
assigned positions.

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 By assigning tasks to organizational units, jobs and positions you determine an abstract
responsibility for that task. Thus, positions are given to potential planned employees and not to
actual people.

This ensures that important information is not lost when, for example, an employee leaves the
company. You can call up this information from the system at any time.

D. Result

With the help of organizational units, jobs, positions and tasks, you can fit your current organizational
structures and reporting hierarchy as well as the task profile of your company into a plan ( plan
version) quickly and easily.

At a later date you may want to decentralize one or more organizational unit, that is to say you may
want each of the relevant modeling tasks to be carried out by different departments.

To carry out organizational modeling on a decentralized level, copy the section of your organizational
plan to be reorganized and save it as an individual plan. You can work on this plan without affecting
the active (real) plan.

Using this model plan, you can consider new tasks for the company. The organizational structure may
have to be expanded by adding new organizational units or modified by movement. It can be
necessary to create new positions which include planned new employees. Positions which are not
occupied will be marked as vacant.

If the model plan does match your company’s requirements, you can transfer it into your current plan
using plan version reconciliation.

E. Feedback

Feedback is any information that individuals receive about their behavior. Feedback can be
information related to the productivity of groups in an organization, or the performance of a particular
individual.

To be effective, communication must allow opportunities for feed-back. Feedback can take several
forms, each with a different intent.

Forms of Feedback:

1. Descriptive feedback. Feedback that identifies or describes how a person communicates. For
instance, Manager A asks Manager B to comment on her behavior at a staff meeting. B
indicates that A was specific, clear, and instructive on introducing the staff to the computer
database for managing patient accounts. B provides a descriptive feedback of A’s behavior at
the staff meeting.
2. Evaluative feedback. Feedback that provides an assessment of the person who
communicates. In the above case, if Manager B evaluates Manager A’s behavior and

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 concludes that she is instructive and helpful, and that causes the staff to feel comfortable when
going to A for help or asking questions, then B has provided positive evaluative feedback of
A’s interaction with the staff.
3. Prescriptive feedback. Feedback that provides advice about how one should behave or
communicate. For example, Manager A asks Manager B how she could have made changes
to better communicate her message to her staff. B suggests for A to be friendlier and more
cooperative by giving the staff specific times that A is available for help with the new computer
database. This type of advice is prescriptive feedback.

Levels of Feedback:

1. Task or procedural feedback. Feedback at this level involves issues of effectiveness and
appropriateness. Specific issues that relate to task feedback include the quantity or quality of a
group’s output. For instance, are patients satisfied with the new outpatient clinic? Did the group
complete the project on time? Procedural feedback refers to whether a correct procedure was
used appropriately at the time by the group.
2. Relational feedback. Feedback that provides information about interpersonal dynamics within a
group. This level of feedback emphasizes how a group gets along while working together. It is
effective when it is combined with the descriptive and prescriptive forms of feedback.
3. Individual feedback. Feedback that focuses on a particular individual in a group. For example,
is an individual in the group knowledgeable? Does he or she have the skills helpful to this
group? What attitudes does he or she have toward the group as they work together to
accomplish their tasks? Is the individual able to plan and organize within a schedule that
contributes to the group’s goal attainment?
4. Group feedback. Feedback that focuses on how well the group is per-forming. Like the
questions raised at the individual feedback level, similar questions are asked for the group. Do
team members within the group have adequate knowledge to complete a task? Have they
developed a communication network to facilitate their objectives?

Characteristics of Effective Feedback:

 descriptive (not evaluative)(avoids defensiveness.) By describing one's own reactions, it leaves

the individual fee to use it or not to use it as he sees fit.
 avoid accusations; present data if necessary
 describe your own reactions or feelings; describe objective consequences that have or will
occur; focus on behavior and your own reaction, not on other individual or his or her attributes
 suggest more acceptable alternative; be prepared to discuss additional alternatives; focus on
alternatives
 specific rather than general.
 focused on behavior not the person. It is important that we refer to what a person does rather
than to what we think he is. Thus we might say that a person "talked more than anyone else in
this meeting" rather than that he is a "loud-mouth."
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  It takes into account the needs of both the receiver and giver of feedback. It should be given to
help, not to hurt. We too often give feedback because it makes us feel better or gives us a
psychological advantage.
 It is directed toward behavior which the receiver can do something about. A person gets
frustrated when reminded of some shortcoming over which he has no control.
 It is solicited rather than imposed. Feedback is most useful when the receiver himself has
formulated the kind of question which those observing him can answer or when he actively
seeks feedback.
 Feedback is useful when well-timed (soon after the behavior-depending, of course, on the
person's readiness to hear it, support available from others, and so forth). Excellent feedback
presented at an inappropriate time may do more harm than good.
 Sharing of information, rather than giving advice allows a person to decide for himself, in
accordance with his own goals and needs. When we give advice we tell him what to do, and to
some degree take away his freedom to do decide for himself.
 It involves the amount of information the receiver can use rather than the amount we would like
to give. To overload a person with feedback is to reduce the possibility

F. Code of Conduct

The code of conduct defines the right way of dealing with coworkers including the right attitude and
behavior.

1. Responsibility - our duty to take ownership for the decisions we make or fail to make, the
actions we take or fail to take, and the consequences that result.
2. Respect - our duty to show a high regard for ourselves, others, and the resources entrusted to
us. Resources entrusted to us may include people, money, reputation, the safety of others,
and natural or environmental resources.
3. Fairness - our duty to make decisions and act impartially and objectively. Our conduct must be
free from competing self interest, prejudice, and favoritism.
4. Honesty - our duty to understand the truth and act in a truthful manner both in our
communications and in our conduct.

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Page 13 of 28
 Self Check 1 Written Test

Name:____________________ Date:_________________

Instruction: Answer all the questions listed below, if you have some clarifications- feel free to ask
your teacher.

I. Identification:

Directions:

a. Supply the best answer that satisfies each question.

b. Write your answer on the space provided.

1. A location or building where people perform physical or mental work

in order to earn a living.
2. A list that a person might use for general tasks, or functions, and
responsibilities of a position.
3. The first step in team formation where the group meets for the first
time.
4. A set of rules or a protocol that explains how people should conduct
themselves..
5. Tells you the fundamental purpose of the organization. It defines the
customer and the critical processes.

II. Enumeration

Directions:
a. List down the required steps, procedure or items being asked by each questions.
b. For step and procedure, it should be in chronological order otherwise it will be considered
wrong.

1. Code of Conduct

 _______________________________________________________________

 _______________________________________________________________

 _______________________________________________________________

 _______________________________________________________________

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 2. Organizational Requirements

 _______________________________________________________________

 _______________________________________________________________

 _______________________________________________________________

3. Steps in the creation of an organizational plan

 _______________________________________________________________

 _______________________________________________________________

 _______________________________________________________________

Note: Satisfactory rating – 10 points above / Unsatisfactory - below 10 points

You can ask you teacher for the copy of the correct answers

Information Sheet – 2 Contribute to Work Group Activities

I. Ethical standards
  
Definition

Principles, which when followed, promote values such as trust, good behavior, fairness, and/or
kindness. There is not one consistent set of standards that all companies follow, but each company
has the right to develop the standards that are meaningful for their organization.

Ethical standards are not always easily enforceable, as they are frequently vaguely defined and
somewhat open to interpretation ("Men and women should be treated equally, " or "Treat the
customer with respect and kindness."). Others can be more specific, such as "Do not share the
customer's private information with anyone outside of the company."

What is work ethic ?

Work ethic is a set of values based on hard work and diligence. It is also a belief in the moral benefit
of work and its ability to enhance character. A work ethic may include being reliable, having initiative
or maintaining social skills.

Work ethics include not only how one feels about their job, career or vocation, but also how one does
his/her job or responsibilities.

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Interpersonal Skills

Learning Goal: To examine the role of interpersonal skills as an aspect of work ethic, to better
appreciate its importance in the workplace, and to develop strategies for improving interpersonal
skills.

Interpersonal skills include the habits, attitudes, manners, appearance, and behaviors we use around
other people which affect how we get along with other people. We sometimes do not understand how
important interpersonal skills really are. It's easy to laugh and make jokes about people who obviously
lack interpersonal skills, but sometimes we need to examine our own impressions on others to better
prepare for success in life as well as for a productive career.

Initiative

To understand initiative as a part of work ethic, to evaluate one's own initiative, and to learn to use
initiative in appropriate and productive ways.

Initiative is a very important characteristic for information age workers. Direct supervision is often not
a feature of the modern workplace. Without initiative, procrastination and missed opportunities can
become a real problem. Sometimes poor performance results and leads to loss of a job, without any
second chances.

Contributing to Change Processes:

Accepting Change in the Workplace involves:
 Identifying and accepting the implications of change.
 Acting on agreed changes to improve work outcomes.

II. Providing Support to Team Members:

A team is a group of persons working together, united by a common purpose.

WHAT MAKES A TEAM A TEAM?

Aims: Any team shares common goals and aims. A team must have a purpose for existing, whether
it's for recreation or work purposes. The existence of aims are important because it is these that will
pull the group together.

Identity: All teams take on an identity. Your team identity makes you different and separate from the
rest of the world.

Membership: For a team to be a team it must have at least two members. They must meet together
and have the same aims.

Structures: All groups have at least a minimum of structure (organization). The whole team is made
up of the essential parts of the group. Generally speaking, the larger the group, the more complex its
structure will be.

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THE ADVANTAGES AND DISADVANTAGES OF TEAM-WORK

The Advantages:

 Can achieve better results - as responsibilities are shared out.

 Better allocation of tasks.
 Be more flexible.
 Take risks - as a group may be more prepared to try out ideas and explore areas that as an
individual we may avoid.
 Shared ideas - within a team we have the ideal environment for "brainstorming".
 Problem solving.
 Motivation and encouragement - we can help each other to get the best from ourselves.
 Moral and spiritual support.
 Conflict resolution.
 Growth in skills and confidence - we help each other to recognize skills so that all of us can be
used more effectively.
 Balance of strengths and weaknesses.
 Sharing stress.
 Time management.
 Encourages commitment to a common goal and purpose.
 Talking things through'.
 Decision making as a group- more committed to decisions.
 Evaluation of past work.
 Fun / fellowship.

The Disadvantages:

 Conflict - people do not always get along with each other!

 Personality clashes.
 Lack of coordination - can lead to unclear roles for team members.
 Inhibition - the quieter members stay quiet.
 Domination - one strong person can take over the whole show.
 Competition - destroys the elements of cooperation and unity.
 May stifle individual creativity - people may be afraid to put forward their ideas in case they get
laughed down.
 Individualism.
 Decision making can take longer; sometimes can't come to an united decision.
 Sometimes tasks take longer

STAGES IN TEAM DEVELOPMENT

All teams grow, develop, change and eventually die. They have a life of their own and consequently
their own life cycle. When a group of people start working together as a team they can be observed
working through four distinct stages.

Forming
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The group gets together for the first time. At this stage they are no more than a collection of
individuals coming together for a purpose. The group will discuss what their aims are. They are
normally very dependent on their leader at this point. A good leader will not allow them to stay at this
stage.

Storming

This is a normal stage but many people get worried by it. Members begin to press their own point of
view irrespective of others in the team. It may be characterized by a leadership crisis. One of the big
dangers is that those who are strong can begin to assert themselves. Arguments and differences of
opinions can arise. The storming stage is important for the team development as it tests the loyalty of
the members to its aims. To become mature, a team must be able to resolve the conflicts within its
ranks.
Norming

Now the group moves on to establish itself with its own set of values, known as norms. These are the
practices by which it works and makes decisions. The identity of the group becomes established. It is
at this stage that important issues such as the style of leadership and methods of working are
established. The main danger at this point is that members will still try to do their own thing. A good
team leader will be keeping his eye on this and not allow individuality to take over.

Performing

Finally the group becomes far more cohesive and starts functioning as a team. The mature group
undertakes productive tasks. This stage will make up most of the life of the group. Each person
should be doing his own job but also be concerned with the tasks of all the others in the team. Team
members trust each other and increasingly share their feelings and are open to the views of others.
There is a lot more humor, energy and openness. Nothing is too much trouble; no challenge too
difficult. People are having fun.

Some groups never reach this stage and collapse because they have failed to establish an identity,
goals and a structure.

ACHIEVING TEAM OBJECTIVES

Key points in achieving success:

1. They need to have something worthwhile to aim for.

2. Need to know what they have to achieve, what their goals are, and what their roles are.
3. They need time to develop as a unit.
4. Members support each other.
5. They review how they are doing.
6. They work out a suitable way of working.
7. They have fun.

Supporting the Team:

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To support the team, one must:

 Be creative and come up with imaginative ideas. It is this element within a team that is
essential if the team is to work as a creative unit.
 Coordinate -This person will be aware of what needs to be done. He will be aware of the
objectives of the team, and will be working to ensure that these objectives are achieved. He
will take the chair and give structure to the group. This does not have to be the leader but
without the coordinator’s skills the team could go round in circles and make little forward
progress.
 Be the practitioner. This is the person who can turn the ideas into practical plans, who can
take creative thinking and turn it into real, live radio.
 Worry about schedules, deadlines and what might go wrong. Although these people might
cause frustration with their obsession for detail, they do at least ensure that nothing is
overlooked and jobs are delivered on time.
 Promote unity among the group by being aware of how people are feeling. Such a person
might resolve conflicts within the team, encourage those who find work difficult, and help
internal communication within the group.
 Motivate others and so reinforce the team.
 Find out what's needed by using a range of contacts, often outside the group. These people
are the "fix-its" of the team, the source of much information and many ideas.
 Analyze situations and information from a variety of sources. Such a person may have an
analytical approach to problems and be able to ask questions of the team that will stimulate
them to think in evaluating their progress. The great strength of such people is that they stop
the group committing themselves to a wrong course of action.
 Take on the leadership role and give direction. This is crucial to the health of the group. They
will look for ways of pushing the group into making decisions, stop the talking and promoting
action! In radio the team leader is the producer

Page 19 of 28
 Self Check 2 Written Test

Name:____________________ Date:_________________

Instruction: Answer all the questions listed below, if you have some clarifications- feel free to ask
your teacher.

Directions:

a. Supply the best answer that satisfies each question. Write your answer on the space
provided.

1. The moral benefit of work and its ability to enhance character.

2. A characteristic of a team that makes them different from the rest of

the world.
3. The first step in team formation where the group meets for the first
time.
4. Include the habits, attitudes, manners, appearance, and behaviors we
use around other people which affect how we get along with other
people.
5. The last stage of team formation wherein they start functioning as a
team

III. Enumeration

Directions:
a. List down the required steps, procedure or items being asked by each questions. For
step and procedure, it should be in chronological order otherwise it will be considered
wrong.

1. Stages in Team Formation:

 _______________________________________________________________

 _______________________________________________________________

 _______________________________________________________________

 _______________________________________________________________

Page 20 of 28
 2. Makes up a team

 _______________________________________________________________

 _______________________________________________________________

 _____________________________________________________________

 _______________________________________________________________

3. Activities involve in accepting change in a workplace

 _______________________________________________________________

 _______________________________________________________________
This learning guide is developed to provide you the necessary information regarding the following
content coverage and topics –

 Workgroup activities

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 –

 Provide support to team members to ensure workgroup goals are met.

 Make constructive contributions to workgroup goals and tasks according to organizational
requirements.
 Share information relevant to work with team members to ensure designated goals are met.

Learning Activities
1. Read the specific objectives of this Learning Guide.
2. Read the information written in the “Information Sheets 1” in pages 3-4.
3. Accomplish the “Self-check” in page 5.
4. If you earned satisfactory, proceed to “Lap Test on page 6. However, if your rating is
unsatisfactory, see your teacher for further instructions or go back to Activity #1.
5. Do the “LAP test” (if you are ready) and show your output to your teacher. Your teacher will
evaluate your output either satisfactory or unsatisfactory. If unsatisfactory, your teacher shall
advice you on additional work.

Page 21 of 28
*Your teacher will evaluate your output either satisfactory or unsatisfactory. If unsatisfactory, your
teacher shall advice you on additional work. But if satisfactory you can proceed to the next topic.

Information Sheet – 1 Workgroup Activities

Group Work Activities

Group Work Activities and enabling strategies

 Group Tasks or Assignments

 Discussion
 Role play
 Problem Based Learning

Description of Group Work Activities

Group work is a form of cooperative learning which aims to develop student’s knowledge,
generic skills, (e.g. communication skills, collaborative skills, critical thinking skills) and attitudes. The
ability to participate effectively in group work or team work is seen as a desirable employability skill
and should be considered to be part of every learner’s educational experience.

Group work can be a means for acknowledging and utilizing an individual learner’s additional
strengths and expertise.

Skills required for Group Work:

 Teamwork
 Communication
 Problem solving
 Time management
 Negotiation
 Delegation
 Co-operation
 Leadership

What is a job description ?

A job description is a list that a person might use for general tasks, or functions, and
responsibilities of a position. It may often include to whom the position reports, specifications such as
the qualifications or skills needed by the person in the job, or a salary range.

Roles and responsibilities

Page 22 of 28
A job description may include relationships with other people in the organization: Supervisory level,
managerial requirements, and relationships with other colleagues.

Goals

A job description need not be limited to explaining the current situation, or work that is currently
expected; it may also set out goals for what might be achieved in future.

Organizational requirements

Basically, an organization is a person or group of people intentionally organized to accomplish

an overall, common goal or set of goals. Business organizations can range in size from one person to
tens of thousands.

Vision statements, Mission statements and values of an organization

Vision: Defines the desired or intended future state of an organization or enterprise in terms of
its fundamental objective and/or strategic direction. Vision is a long-term view, sometimes describing
how the organization would like the world to be in which it operates.

Mission: Defines the fundamental purpose of an organization or an enterprise, succinctly

describing why it exists and what it does to achieve its Vision.

It is sometimes used to set out a "picture" of the organization in the future. A mission statement
provides details of what is done and answers the question: "What do we do?"

Values: Beliefs that are shared among the stakeholders of an organization. Values drive an
organization's culture and priorities and provide a framework in which decisions are made. For
example, "Knowledge and skills are the keys to success" or "give a man bread and feed him for a
day, but teach him to farm and feed him for life". These example values may set the priorities of self
sufficiency over shelter.

Strategy: Strategy, narrowly defined, means "the art of the general" (from Greek stratigos). A
combination of the ends (goals) for which the firm is striving and the means (policies) by which it is
seeking to get there.

Page 23 of 28
 Self Check 1 Written Test

Name:____________________ Date:_________________

Instruction: Answer all the questions listed below, if you have some clarifications- feel free to ask
your teacher.

Define the following

1. Group Work

2. Job Description

3. Vision

4. Mission

5. Values

Note: Satisfactory rating – 10 points above / Unsatisfactory - below 10 points

You can ask you teacher for the copy of the correct answers

Page 24 of 28
 Introduction LO2: Contribute to Workgroup Activities

This learning guide is developed to provide you the necessary information regarding the following
content coverage and topics –

 Workgroup activities

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 –

 Provide support to team members to ensure workgroup goals are met.

 Make constructive contributions to workgroup goals and tasks according to organizational
requirements.
 Share information relevant to work with team members to ensure designated goals are met.

Learning Activities
1. Read the specific objectives of this Learning Guide.
2. Read the information written in the “Information Sheets 1” in pages 3-4.
3. Accomplish the “Self-check” in page 5.
4. If you earned satisfactory, proceed to “Lap Test on page 6. However, if your rating is
unsatisfactory, see your teacher for further instructions or go back to Activity #1.
5. Do the “LAP test” (if you are ready) and show your output to your teacher. Your teacher will
evaluate your output either satisfactory or unsatisfactory. If unsatisfactory, your teacher shall
advice you on additional work.

*Your teacher will evaluate your output either satisfactory or unsatisfactory. If unsatisfactory, your
teacher shall advice you on additional work. But if satisfactory you can proceed to the next topic.

Page 25 of 28
 Information Sheet – 1 Workgroup Activities

Group Work Activities

Group Work Activities and enabling strategies

 Group Tasks or Assignments

 Discussion
 Role play
 Problem Based Learning

Description of Group Work Activities

Group work is a form of cooperative learning which aims to develop student’s knowledge,
generic skills, (e.g. communication skills, collaborative skills, critical thinking skills) and attitudes. The
ability to participate effectively in group work or team work is seen as a desirable employability skill
and should be considered to be part of every learner’s educational experience.

Group work can be a means for acknowledging and utilizing an individual learner’s additional
strengths and expertise.

Skills required for Group Work:

 Teamwork
 Communication
 Problem solving
 Time management
 Negotiation
 Delegation
 Co-operation
 Leadership

What is a job description ?

A job description is a list that a person might use for general tasks, or functions, and
responsibilities of a position. It may often include to whom the position reports, specifications such as
the qualifications or skills needed by the person in the job, or a salary range.

Roles and responsibilities

A job description may include relationships with other people in the organization: Supervisory level,
managerial requirements, and relationships with other colleagues.

Page 26 of 28
Goals

A job description need not be limited to explaining the current situation, or work that is currently
expected; it may also set out goals for what might be achieved in future.

Organizational requirements

Basically, an organization is a person or group of people intentionally organized to accomplish

an overall, common goal or set of goals. Business organizations can range in size from one person to
tens of thousands.

Vision statements, Mission statements and values of an organization

Vision: Defines the desired or intended future state of an organization or enterprise in terms of
its fundamental objective and/or strategic direction. Vision is a long-term view, sometimes describing
how the organization would like the world to be in which it operates.

Mission: Defines the fundamental purpose of an organization or an enterprise, succinctly

describing why it exists and what it does to achieve its Vision.

It is sometimes used to set out a "picture" of the organization in the future. A mission statement
provides details of what is done and answers the question: "What do we do?"

Values: Beliefs that are shared among the stakeholders of an organization. Values drive an
organization's culture and priorities and provide a framework in which decisions are made. For
example, "Knowledge and skills are the keys to success" or "give a man bread and feed him for a
day, but teach him to farm and feed him for life". These example values may set the priorities of self
sufficiency over shelter.

Strategy: Strategy, narrowly defined, means "the art of the general" (from Greek stratigos). A
combination of the ends (goals) for which the firm is striving and the means (policies) by which it is
seeking to get there.

Page 27 of 28
 Self Check 1 Written Test

Name:____________________ Date:_________________

Instruction: Answer all the questions listed below, if you have some clarifications- feel free to ask
your teacher.

Define the following

6. Group Work

7. Job Description

8. Vision

9. Mission

10. Values

Note: Satisfactory rating – 10 points above / Unsatisfactory - below 10 points

You can ask you teacher for the copy of the correct answers

Page 28 of 28