How to Use This Competency – Based Learning Material

Welcome to the competency – based learning material on “Work in a

Team Environment.” This contains training materials, information sheets
and activities for you to read and accomplish.
The unit of competency “Work in A Team Environment” covers the
skills, knowledge and attitude to identify the roles and responsibilities of a
team member.
You will be required to read reference materials or information sheets
and go through some activities in order for you to achieve each learning
outcome. You will do these activities at your own face and then answer the
self-check at the end of each information sheet. If you have questions please
feel free to ask your trainer for assistance.

Instruction Sheets:
 Information Sheet – this will provide you with information (concepts,
principles and other relevant information) needed in performing
certain activities.
 Worksheet – worksheets are the different forms that you need to fill-
up in certain activities that you performed.

Recognition of prior Learning (RPL)

You may have some knowledge and skills in this particular unit of
competency because you have had training in this area or you have worked
in an industry for sometimes.
If you feel that you already have the skills/knowledge in this
competency or if you have a certificate from previous training, you may
show it to your trainer and have your prior learning formally recognized.
A Trainee Record Book (TRB) is provided for you to record important
dates, jobs undertaken and other workplace events that will assist you in
providing further details to your trainer.

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 DIRECTION FOR USE OF THE CBLM

This module was prepared to help you achieve the required

competency: Work in a Team Environment. This will be the source of
information for you to acquire the knowledge and skills in this particular
module with minimum supervision or help from your trainer. With the aid
of this material, you will acquire the competency independently and at your
own pace.
Talk to your trainer and agree on how you will both organize the
training of this unit. Read through the module carefully. It is divided into
sections which covers all the skills and knowledge you need to successfully
complete in this module.

Work through all the information sheets and complete the activities
in each section. Do what is asked in the INSTRUCTIONAL SHEETS ,
ACTIVITY SHEETS and complete the SELF-CHECK. Suggested references
are included to supplement the materials provided in this module.
Most probably, your trainer will also be your supervisor or manager.
He/she is there to support you and show you the correct way to do things.
Ask for help.
Your trainer will tell you about the important things you need to
consider when you are completing activities and it is important that you
listen and take notes.
Talk to more experienced workmates and ask for their guidance.
Use the self-check questions at the end of each section to test your
own progress.
When you are ready, ask your trainer to watch you perform the
activities outlined in the module.
As you work through the activities, ask for written feedback on your
progress. Your trainer gives feedback/pre-assessment reports for this
reason. When you have successfully completed each element or learning
outcome, ask your trainer to mark on the reports that you are ready for
assessment.
When you have completed this module and feel confident that you
have had sufficient practice, your trainer will schedule you for the
institutional assessment. The result of your assessment/evaluation will be
recorded in your COMPETENCY ACHIEVEMENT RECORD.

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 LISTS OF BASIC COMPETENCIES
Competenc Unit of Competency Module Title Code
y Number
1 Participate in Participating in
workplace workplace 400311210
communication communication
2 Work in team Working in team
400311211
environment environment
3 Solve/Address Solving/Addressing
General Workplace General Workplace 400311212
Problems Problems
4 Develop Career And Developing Career
400311213
Life Decisions And Life Decisions
5 Contribute To Contributing To
Workplace Workplace 400311214
Innovation Innovation
6 Present Relevant Presenting
Information Relevant 400311215
Information
7 Practice Practicing
Occupational Safety Occupational
And Health Policies Safety And Health 400311216
And Procedures Policies And
Procedures
8 Exercise Efficient Exercising Efficient
And Effective And Effective
400311217
Sustainable Practices Sustainable
In The Workplace Practices In The
Workplace
9 Practice Practicing
Entrepreneurial Entrepreneurial 400311218
Skills In The Skills In The
Workplace Workplace

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 MODULE CONTENT

MODULES OF INSTRUCTIONS

UNIT OF COMPETENCY : WORK IN A TEAM ENVIRONMENT

MODULE TITLE : WORKING IN A TEAM ENVIRONMENT

INTRODUCTION : This module covers the skills, knowledge,

and attitudes to identify role and responsibility as a member of a team

NOMINAL DURATION:

SUMMARY OF LEARNING OUTCOMES:

At the end of the module you must be able to:

LO1. Describe team role and scope.
LO2. Identify own role and responsibility within team
LO3. Work as a team member

ASSESSMENT CRITERIA:

1. The role and objective of the team is identified from available sources of
information.
2. Team parameters, reporting relationships and responsibilities are
identified from team discussions and appropriate external sources.
3. Individual roles and responsibilities within the team environment are
identified.
4. Roles and objectives of the team is identified from available sources of
information.
5. Team parameters, reporting relationships and responsibilities are
identified based on team discussions and appropriate external sources.
6. Effective and appropriate forms of communications are used and
interactions undertaken with team members based on company practices.
7. Effective and appropriate contributions made to complement team
activities and objectives, based on workplace context.
8. Protocols in reporting are observed based on standard company practices.
9. Contribute to the development of team work plans based on an
understanding of team’s role and objectives.

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 LEARNING OUTCOME 1
Describe team role and scope.
CONTENTS:

Team Work
Team Role
Role and responsibilities

ASSESSMENT CRITERIA:

1. The role and objective of the team are identified from available
sources of information
2. Team parameters, reporting relationships and responsibilities are
identified from team discussions and appropriate external
sources.

CONDITIONS:

The students/trainees must be provided with the following:

Workplace
Manuals
Handouts
Info Sheets

ASSESSMENT METHODS

Written Examination
Observation
Simulation
Role Playing

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 LEARNING EXPERIENCES

Learning Outcome 1: Describe team role and scope

Learning activities Special Instructions

1. Read Information Sheet If you have some problem on the

2.1-1 on Team Work content of the information sheet
don’t hesitate to approach your
facilitator.
If you feel that you are now
knowledgeable on the content of
the information sheet, you can
now answer self check provided in
the module

2. Answer self-check for 2.1-1 Refer your answer to answer

key 2.1-1

3. Read Information Sheet 2.1- If you have some problem on the

2 on Team Role content of the information sheet
don’t hesitate to approach your
facilitator.
If you feel that you are now
knowledgeable on the content of
the information sheet, you can
now answer self check provided in
the module

4. Answer self-check for 2.1-2 Refer your answer to answer key

2.1-1
5. Read Information Sheet 2.1-3 If you have some problem on the
on Roles and Responsibilities with content of the information sheet
team environment don’t hesitate to approach your
facilitator.
If you feel that you are now
knowledgeable on the content of
the information sheet, you can
now answer self check provided in
the module

6. Answer self-check for 2.1-3 Refer your answer to answer key

2.1-1

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 INFORMATION SHEET. 2.1-1
TEAM WORK

Learning Objectives:

1. Define team and its importance to a certain organization.

2. Identify the skills needed for teamwork

What is Team?

A Team is a group of people working

together to achieve common objectives and
willing to forego individual autonomy to the
extent necessary to achieve those objectives.

A smallest team consists of 2 people

and the upper limit can be to the size of the
organization. The whole organization can
work as a team if its members develop a
common style of working i.e., constructive
and cooperative. This is normally described
as teamwork. An organization is viewed as a
network of teams, temporary and
permanent.
For a team to achieve it’s common objectives, its members should
share its objectives and be identified wholeheartedly with them. By joining a
team, the individual member “signs on” the team’s objectives, he enters into
a contract as a condition of becoming a member of the team. A team
member is willing to forego personal autonomy to the extent necessary to
achieve common objectives, by joining a team one has to limit his freedom to
do as he likes.

There cannot be a team without a leader who has ultimate responsibility for
deciding the degree to which autonomy of the team member has to be
constrained. He has to exercise his responsibility in a way that it does not
erode the commitment of the team members. He needs to establish the
constraints through a consultation process of problem solving and
negotiations.

Skills needed for teamwork

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Aside from any required technical proficiency, a wide variety of social skills
are desirable for successful teamwork, including:
1. Listening - it is important to listen to other people's ideas. When people
are allowed to freely express their ideas, these initial ideas will produce
other ideas.
2. Questioning - it is important to ask questions, interact, and discuss the
objectives of the team.
3. Persuading - individuals are encouraged to exchange, defend, and then to
ultimately rethink their ideas.
4. Respecting - it is important to treat others with respect and to support
their ideas.
5. Helping - it is crucial to help one's coworkers, which is the general theme
of teamwork.
6. Sharing - it is important to share with the team to create an environment
of teamwork.
7. Participating - all members of the team are encouraged to participate in
the team.
8. Communication - For a team to work effectively it is essential team
members acquire communication skills and use effective communication
channels between one another e.g. using email, viral communication, group
meetings and so on. This will enable team members of the group to work
together and achieve the team’s purpose and goals.

SELF CHECK 2.1-1

Multiple Choice: Choose the letter of the correct answer from the given
choices.

1. A teamwork skill which treats others with respect

a. Listening b. Communication
c. Sharing d. Respecting

2. Needed for a team to work effectively

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a. Communication b. Persuasion
c. Participation d. sharing

3. Consist of two people in an organization

a. team b. largest team
c. thing d. smallest team

4. A group of people working together to achieve common objectives and

willing to forego individual autonomy to the extent necessary to achieve
a. tines b. teens
c. teams d. times

5. The general theme of teamwork

a. searching b. helping
c. persuading d. sharing

ANSWER KEY 2.1-1

1. d
2. a
3. d
4. c
5. b

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 INFORMATION SHEET 2.1-2
TEAM ROLES

Learning objective:

1. Describe and identify the different roles of a team

Meredith Belbin (1993) basing on his research proposed nine roles that
successful teams should have:
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Coordinator
This person will have a clear view of the team objectives and will be skilled
at inviting the contribution of team members in achieving these, rather than
just pushing his or her own view. The coordinator (or chairperson) is self
disciplined and applies this discipline to the team. They are confident and
mature, and will summarize the view of the group and will be prepared to
take a decision on the basis of this.

Shaper
The shaper is full of drive to make things happen and get things going. In
doing this they are quite happy to push their own views forward, do not
mind being challenged and are always ready to challenge others. The shaper
looks for the pattern in discussions and tries to pull things together into
something feasible which the team can then get to work on.

Plant
This member is the one who is most likely to come out with original ideas
and challenge the traditional way of thinking about things. Sometimes they
become so imaginative and creative that the team cannot see the relevance
of what they are saying. However, without the plant to scatter the seeds of
new ideas the team will often find it difficult to make any headway. The
plant’s strength is in providing major new insights and ideas for changes in
direction and not in contributing to the detail of what needs to be done.

Resource Investigator
The resource investigator is the group member with the strongest contacts
and networks, and is excellent at bringing in information and support from
the outside. This member can be very enthusiastic in pursuit of the team’s
goals, but cannot always sustain this enthusiasm.

Implementer
The individual who is a company worker is well organised and effective at
turning big ideas into manageable tasks and plans that can be achieved.

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Such individuals are both logical and disciplined in their approach. They are
hardworking and methodical but may have some difficulty in being flexible.

Team Worker
The team worker is the one who is most aware of the others in the team,
their needs and their concerns. They are sensitive and supportive of other
people’s efforts, and try to promote harmony and reduce conflict. Team
workers are particularly important when the team is experiencing a stressful
or difficult period.

Completer
As the title suggests, the completer is the one who drives the deadlines and
makes sure they are achieved. The completer usually communicates a sense
of urgency which galvanises other team members into action. They are
conscientious and effective at checking the details, which is a vital
contribution, but sometimes get ‘bogged down’ in them.

Monitor Evaluator
The monitor evaluator is good at seeing all the options. They have a strategic
perspective and can judge situations accurately. The monitor evaluator can
be overcritical and is not usually good at inspiring and encouraging others.

Specialist
This person provides specialist skills and knowledge and has a dedicated
and single-minded approach. They can adopt a very narrow perspective and
sometimes fail to see the whole picture.

Finisher
A person who sticks to deadline and likes to get on with things, Will
probably be irritated by the more relaxed member of the team.

SELF CHECK 2.1-2

Multiple Choice: Choose the letter of the correct answer from the given
choices.

1. This person will have a clear view of the team objectives and will be
skilled at inviting the contribution of team members in achieving these,
rather than just pushing his or her own view.
a. Shaper b. Plant
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c. Coordinator d. Resource investigator

2. They are hardworking and methodical but may have some difficulty in
being flexible.
a. Implementer b. Shaper
c. Team worker d. Completer

3. Full of drive to make things happen and get things going.

a. Coordinator b. Shaper
c. Implementer d. Team worker

4. One who is most aware of the others in the team, their needs and their
concerns
a. Implementer b. Worker
c. Tosser d. Team worker

5. A person who sticks to deadline and likes to get on with things

a. Completer b. Finisher
c. Implementer d. shaper

ASWER KEY 2.1-2

1. c
2. a
3. b
4. d
5. b

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 INFORMATION SHEET 2.1-3
Team Roles and Responsibilities

Learning objectives:
1. Learn and apply the team roles and responsibilities.
2. Know the specific responsibilities of team members in a team.

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          Working in groups is a very common phenomenon in the private
sector and government agencies. It is important that each member of a team
to not only be an active participant in the team, but also to be certain that
all other team members are contributing members of the team. There are
many ways in which members of a team can contribute. Some may lead with
key concepts; others may supply key details; while others may assist in
sharpening or further development of certain details or concepts. It is
expected that you will discuss your individual efforts with other members of
the team. You may also discuss the problem with class members from other
teams, but not to the exclusion of the members of your own team.

          
Team members don't have specific responsibilities, but their
participation is critical to the team's success. Team members must
agree to:

 Be enthusiastic and committed to the team's purpose.

 Be honest and keep any confidential information behind closed doors.
 Share responsibility to rotate through other team roles like facilitator,
recorder, and timekeeper.
 Share knowledge and expertise and not withhold information.
 Ask questions, even seemingly "dumb" ones. Often the new
perspective of "inexperienced" team members can provide insight.
 Fulfill duties in between meetings.
 Respect the opinions and positions of others on the team, even if the
person has an opposing view or different opinion.

Individual Responsibilities Group Control or

Override
Executive 1. Defines the team's Charter 1. Decide who should be
Sponsor approved by a Strategy invited to subsequent
Council which meetings.
controls/supports cross-
functional teams. 2. Request specific
meetings which Sponsor
2. Recruits the team's should attend or not
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 attend.
Coordinator.

3. Recommends potential
members for the team.

4. Requests budget of time

from managers of potential
team members.

5. Decides who should be

invited to the initial/kick-off
meeting.

6. Introduces team members to

each other.

7. Explains to the team the

need for their contributions
and how their work fits within
the organization as a whole.

8. Reports the progress of the

team to a Strategy Council.

9. Resolves conflicts the team

has with other groups.

10. Clarify whether different

people carry different "weight"
in discussions and decisions.
Coordinator 1. Recruits members to join the 1. Agree on how much
/Chairperson team. time to spend on each
topic.
/Leader 2. Greets team members as
they arrive.

3. Calls the meeting to order at

the appointed start time.

4. During the meeting, controls

the order of events.

5. Proposes Agenda topics and

how much time should be
devoted to each topic.

6. Concludes the meeting at

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 the appointed ending time.

7. Clarifies the method for

making decisions (consensus,
voice vote, anonymous ballots,
etc.) before discussions begin.

8. Creates and maintains team

Project Plans (e.g., flow
charts).

9. Anticipates, seeks, and

reserves support services
needed by the team.

10. Arranges for refreshments

food, travel, lodging, etc. for
team members.
Facilitator 1. Interrupts the meeting to 1. Agree on specific
remind the group about a meetings which
process concern. Facilitator should attend
or not attend
2. Evaluates norms and
methods used during the
meeting.

3. Between meetings, coaches

individual team members.

4. Mediates conflict among

individuals within the group.

5. Collects and summarizes

anonymous questionnaires and
ballots.
Team 1. Notify Coordinator about not 1. Define what
Members being able to attend a meeting. precautions are needed
to maintain an
2. Bring individual appropriate level of
calendars/schedules, confidentiality.
distributions received, and
personal notes to the meeting. 2. Define rules for
members to follow.
3. Bring name tags or name
tents when appropriate.

4. Arrive at meetings prior to

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 the start time.

5. Help in room setup when

needed.

6. Turn electronics (beepers,

phones, etc.) off tone mode
during meetings.

7. Greet other members of the

team.

8. Write questions and

comments down to participate
when appropriate.

9. Clarify concerns before

identifying solution options.

10. Focus on creatively

addressing interests rather
than selling specific
options/positions.

11. Clean up the room (align

chairs, discard trash, etc.)
before leaving.

12. Respect requests for

confidentiality.

13. Complete assignments

between meetings.

14. Brief members who are

absent
Timekeeper 1. Brings a timer to meetings. 1. Stop presentation to
"Call the Question" --
2. Room are calibrated to a take a vote whether to
common standard Ensures continue.
that clocks in the meeting.

3. Before the meeting starts,

announces "x minutes before
the meeting".

4. Says "the meeting has

started" at the appointed start
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 of the meeting.

5. If the meeting has not

started, says "the meeting
started x minutes ago" every 5
minutes.

6. Communicates to presenters
how much time is remaining
(e.g., 10 minutes, 5 minutes, 2
minutes, 1 minute, 30
seconds).

7. Interrupts group with a

"Point of Order" to announce
end of time.
Scribe 1. Brings large format papers 1. Agree on whether
and dry-erase pens to items should be written
meetings. down or not.

2. Puts title and date on each (The term Minutes of a

sheet of paper produced by the meeting originates from
team. the Latin minutus,
meaning “small”,
3. Legibly writes what the because they are meant
group verbalizes onto flip-chart to be short and quick.)
paper or white-board.

4. Posts flip-chart paper or

white-board.

5. Ensures that charts match

Notes taken by Note taker.

6. Gives charts to Note taker.

Note taker 1. Brings blank note paper and 1. Agree on whether
writing instruments to notes need to be typed
meetings. up.

2. Takes legible notes during 2. Review notes for

team meetings. mistakes/omissions.

3. If necessary, types up notes. 3. Agree on whether

specific entries should be
in or out of the notes.
Librarian 1. Brings team's Archive
Binder(s) to meetings (or

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 arranges someone else to bring
it/them).

2. Looks up and reads

information from archives
during team meetings.
Publisher 1. Sends invitations to those 1. Agree on who should
invited to the meeting. be invited to the meeting.

2. Makes copies for team 2. Agree on who is on the

before, during, and after team's Distribution List.
meetings.
3. Approve who receives
3. Maintains the team's the team's Distribution
Distribution List. List.

4. Procures/Provides binders 4. Agree on binding and

and binds papers as needed. distribution methods and
styles.
5. Provides copies of the team's
Distribution List.

6. Ensures that recipients

actually received publications.

7. Brings enough extra copies

to team meetings
Technician 1. Brings extra bulbs and other 1. Agree on what the
/Facilities supplies to the meeting. desired environmental
  Manager conditions.
2. Makes sure equipment
operates properly x minutes
before the start of the meeting.

3. Monitors environmental
conditions (heat, etc.).

4. Adjusts thermostats as
needed or as anticipated
Presenter(s) 1. Bring presentation materials 1. Approve the objectives
(overhead foils, flip charts, etc.) of the presentation.

2. Make sure equipment 2. Ask questions only

operates properly x minutes when appropriate.
before the start of the meeting.
3. Provide feedback to
3. If new, provide Coordinator Presenter(s).
with a statement of

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 introduction.

4. Request adjustments to
lighting, sound levels, etc.

5. Organize information
logically -- in chunks.

6. Make transitions of topic

logically easy to follow.

7. Define what
important/specialized words
mean.

8. Provide concrete examples

9. Explain why reasons for

statements and questions.

10. Provide written back-up to

verbally presented information.

SELF CHECK 2.1-3

Multiple Choice: Choose the letter of the correct answer from the given
choices.

1. Monitors environmental conditions

a. Publisher
b. Presenter
c. Technician/Facilities manager
d. Note taker

2. Makes copies for team before, during and after meetings

a. Publisher

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 b. Manager
c. Presenter
d. Note taker

3. Make sure equipment operates properly x minutes before the start of the
meeting.
a. Publisher
b. Presenter
c. Manager
d. Note taker

4. Ensures that charts match Notes taken by Note taker

a. Scribes
b. Presenter
c. Note taker
d. Trainer

5. Greet other members of the team.

a. Presenter
b. Time keeper
c. Worker
d. Team member

ANSWER KEY 2.1-3

1. c

2. a

3. b

4. a

5. d

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 LEARNING OUTCOME 2
IDENTIFY ONE’S ROLE AND RESPONSIBILITY WITHIN A
TEAM

CONTENTS:
1. Communication process
2. Team structure/team roles
3. Group planning and decision making

ASSESSMENT CRITERIA:

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1. Individual roles and responsibilities within the team environment are
identified.
2. Roles and objectives of the team is identified from available sources of
information.
3. Team parameters, reporting relationships and responsibilities are
identified based on team discussions and appropriate external sources.

CONDITIONS:

The students/ trainees must be provided with the following:

Learning guides
Transparencies

CD’s

METHODOLOGIES:

Group Discussion/ Interaction

Simulation
Demonstration

ASSESSMENT METHODS:

Observation of work activities

Observation through simulation or role play

LEARNING EXPERIENCES
Learning activities Special Instructions
1. Read Information Sheet If you have some problem on the
2.2-1 on Communication content of the information sheet
Process don’t hesitate to approach your
facilitator.
If you feel that you are now
knowledgeable on the content of the
information sheet, you can now
answer self-check provided in the
module
2. Answer self-check for 2.2-1 Refer your answer to answer key
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 2.2-1
3. Read Information Sheet 2.2- If you have some problem on the
2 on Team Structure/Team content of the information sheet
Roles don’t hesitate to approach your
facilitator.
If you feel that you are now
knowledgeable on the content of the
information sheet, you can now
answer self-check provided in the
module
4. Answer self-check for 2.2-2 Refer your answer to answer key
2.2-2
5. Read Information Sheet 2.2- If you have some problem on the
3 on Group planning and content of the information sheet
Decision Making don’t hesitate to approach your
facilitator.
If you feel that you are now
knowledgeable on the content of the
information sheet, you can now
answer self-check provided in the
module
6. Answer self-check for 2.2-3 Refer your answer to answer key
2.2-3

INFORMATION SHEET 2.2-1

COMMUNICATION PROCESS

Learning objectives:

1. Be more aware of the importance of communication in a team.

2. Apply the importance of good communication

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 Communication is the ability to share information with people and to
understand what information and feelings are being conveyed by others.
Communication can take on many forms including gestures, facial
expressions, signs, vocalizations (including pitch and tone), in addition
to speech and written communication. Trainers, trainee frequently use
nonverbal methods to communicate. Trainee often show disinterest in
school by avoiding eye contact or sitting back in their chairs with their arms
folded across their chests during
instruction. Staff members may
indicate that they have time to talk
but they may show disinterest by
making themselves busy to
something unimportant while you
are trying to talk. Conversely, a
smiling, nodding face indicates that
the listener is interested in what we
are saying and encourages us to
continue. Communication includes
a broad range of actions which help
the students work more effectively
with their teachers.

Effective communication is an essential component of

organizational success whether it is at the interpersonal, intergroup, intra
group, organizational, or external levels.

It is also very important to understand that a majoring of communication is

non-verbal. This means that when we attribute meaning to what someone
else is saying, the verbal part of the message actually means less than the
non-verbal part. The non-verbal part includes such things as body language
and tone.

If you’re a Team Member

Communicate, Communicate, and Communicate

If you have a problem with someone in your group, talk to him about it.
Letting bad feelings brew will only make you sour and want to isolate
yourself from the group. Not only does it feel good to get it out, but it will be
better for the team in the long run.

Don't Blame Others

People in your group lose respect for you if you're constantly blaming others
for not meeting deadlines. You're not fooling anyone, people know who isn't
pulling his weight in a group. Pointing the finger will only make you look
cowardly. Group members understand if you have a heavy workload and
weren't able to meet a deadline. Saying something like, "I'm really sorry, but
I'll get it to you by the end of today." will earn you a lot more respect than
trying to make it seem like it's everyone else's fault that you missed your
deadline.
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Support Group Member's Ideas
If a teammate suggests something, always consider it – even if it's the silliest
idea you've ever heard! Considering the group's ideas shows you're
interested in other people's ideas, not just your own. And this makes you a
good team member. After all, nobody likes a know-it-all.

No Bragging
It's one thing to rejoice in your successes with the group, but don't act like a
superstar. Doing this will make others regret your personal successes and
may create tension within the group. You don't have to brag to let people
know you've done a good job, people will already know. Have faith that
people will recognize when good work is being done and that they'll let you
know how well you're doing. Your response? Something like "Thanks that
means a lot." is enough.

Listen Actively
Look at the person who's speaking to you, nod, ask probing questions and
acknowledge what's said by paraphrasing points that have been made. If
you're unclear about something that's been said, ask for more information
to clear up any confusion before moving on. Effective communication is a
vital part of any team, so the value of good listening skills shouldn't be
underestimated.

Get Involved
Share suggestions, ideas, solutions and proposals with your team members.
Take the time to help your fellow teammates, no matter the request. You can
guarantee there will be a time in the future when you'll need some help or
advice. And if you've helped them in past, they'll be more than happy to lend
a helping hand.

SELF CHECK 2.2-1

Write TRUE if the statement is correct and write FALSE if the statement is incorrect.

1. If you're unclear about something that's been said, ask for more
information to clear up any confusion before moving on
2. Effective communication is an essential component of
organizational success.
3. If a teammate suggest something, do not consider it.
4. You have to brag to let people know that you have done a good
job
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 5. Communication is the ability to share information with people.

ANSWER KEY 2.2-1

1. True
2. True
3. False
4. False
5. True

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 INFORMATION SHEET 2.2-2
TEAM STRUCTURE/TEAM ROLES

Learning objectives:

1. Use high interaction among members of the team to increase trust

and openness.
2. Able to apply inter personal skills

Team and Individual

In a team, individual members tend to be highly aware of their
responsibility, whether it stems from social pressure or the fulfillment of
personal need. Teams are capable of performing functions and achieving
some goals more efficiently and accurately than individuals can. Although
there is evidence that individuals sometimes perform better than teams, the
quality of decision making is much high in teams working under certain
conditions.

The team and the individual members are dependent on each other. Their
relationships play a vital role in the success of the team. As the individual
member grows and matures, so does the team.

To perform effectively a team requires three different types of skills:

 It needs people with technical expertise.

 It needs people with the problem solving and decision making skills to
be able to identify problems, generate alternatives, evaluate those
alternatives and make competent choices.
 Teams need people with good listening, feed back, conflict resolution
and other inter personal skills.

No team can achieve its performance – potential without developing all three
types of skills. The mix is crucial. Too much of one at the expense of others
will result in lower team performance. But team doesn’t need to have all the
complementary skills in place at the beginning.

It is not uncommon for one or more members to take responsibility to learn

the skills in which the group is deficient, thereby allowing the team to reach
its full potential.

Intra Group Development

The activities considered in team building typically include goal setting,

development of interpersonal relations among team members role analysis
to clarify each member’s role and responsibilities and team process analysis.
Of course team building may emphasize or exclude certain activities
depending on the purpose of the development effort and the specific
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problems with which the team is confronted. Basically, however team
building attempts to use high interaction among members to increase trust
and openness.

It may be beneficial to begin by having members attempt to define the goals

and priorities of the team. This will bring to the surface different
perceptions of what the team’s purpose may be. Following this, members
can evaluate the team’s performance – how effective are they in structuring
priorities and achieving their goals? This should identify potential problem
areas. This self critique discussion of means and ends can be done with
members of the total present or, where large size impinges on a free
interchange of views, may initially take place in smaller groups followed up
by the sharing of their findings with the total team.

Team building can also address itself to clarifying each member’s role on the
team. Each role can be identified and clarified. Previous ambiguities can be
brought to the surface. For some individuals, it may offer one of the few
opportunities they have had to think through thoroughly what their job is all
about and what specific tasks they are expected to carry out if the team is to
optimize its effectiveness.

Inter-group Development

Inter-group development seeks to change the attitudes, stereotypes, and

perceptions that groups have of each other. For example, in one company,
the engineers saw the accounting department as composed of shy and
conservative types, and the human resources department as having as
bunched of “ultraliberals who are more concerned that some protected
group of employees might get their feelings hurt than with the company
making a profit.” Such stereotypes can have an obvious negative impact on
the coordinative efforts between the departments.

Although there are several approaches for improving inter-group relations, a

popular method emphasizes problem solving. In this method, each group
meets independently to develop lists of its perception of itself, the other
group, and how it believes the other group perceives it. The groups then
share their list, after which similarities and differences are discussed.
Differences are clearly articulated, and the groups look for the causes of the
disparities.

Are the groups’ goals at odds? Were perceptions distorted? On what basis
were stereotypes formulated? Have some differences been caused by
misunderstandings of intention? Have words and concepts been defined
differently by each group? Answers to questions like these clarify the exact
nature of the conflict. Once the causes of the difficulty have been identified,
the groups can move to the integration phase – working to develop solutions
that will improve relations between the groups, sub-groups, with members
from each of the conflicting groups, can now be created for further diagnosis

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and to begin to formulate possible alternative actions that will improve
relations.
Essential Team Roles
Involving role. One initiates action. A
team member may motivate others by
getting them involved in an idea or
problem. The involving role consists of
asking questions of other members to
"bring out" or stimulate each team
member.

Listening role. A member listens

actively (nodding, leaning forward),
expressing that he/she is really
hearing what is being said. Active listeners encourage group members to
express themselves.

Supporting role. A team member

gives an added dimension to good ideas
by their support. By supporting and
encouraging others, the team
member strengthens confidence
and trust.

Compromising role. One member gives

up something for problem solving to take
place. Compromising can lead to team
productivity. It is a role that is necessary
for cooperation and collaboration.

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 SELF CHECK 2.2-2

Multiple Choice: Choose the letter of the correct answer from the given
choices.

1. This role consists of asking questions of other members to "bring out" or

stimulate each team member.

a. Involving role
b. Listening role
c. Supporting role
d. Compromising role

2. It is a role that is necessary for cooperation and collaboration.

a. Involving role
b. Listening role
c. Supporting role
d. Compromising role

3. The team member strengthens confidence and trust.

a. Involving role
b. Listening role
c. Supporting role
d. Compromising role

4. Encourage group members to express themselves

a. Involving role
b. Listening role
c. Supporting role
d. Compromising role

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 INFORMATION SHEET 2.2-3
GROUP PLANNING AND DECISION MAKING

Learning objectives:

1. Identify the different types of group decision making

2. Learn the procedures in effective discussion

For effective group discussion, you must follow some procedures:

1. Identify the particular problem or situation- what the problem or

situation is; analyze
it, find its causes,
determine its
seriousness, and
decide whether or not
it is something
deserving attention.
2. Establish a criteria or
course of action
leading to a workable
solution. For
example, in a flood
calamity, you must
determine the time,
the effort, and the money that will be involved in helping the flood
victims as acceptable solutions to solve the crisis.
3. Research possible solutions or courses of action – this implies using
interviews, library work, observation, experiment-actions as tools for
arriving at valid conclusions and solutions to the problem at hand.
4. Evaluate proposed solutions or courses of action for the purpose of
selecting one to be tested, i.e. test each proposed solution for
effectivity of results. For example, using helicopters to bring food,
medicine, and clothing to the people in the flooded areas that had
remained impassable because of high water.
5. Test the selected solution or course of action so as to find out how
workable the solution is.

Types of Group Decision-making

Abstract- Many managers like to believe that they are accomplished

in such group decision-making processes as action planning, goal
setting and problem-solving. However, their ability to implement such
techniques effectively is often hindered by their lack of understanding
of the dynamics of these group decision-making processes. As a
result, these managers often end up perpetuating problems that they
themselves create through their insensitivity to the needs of other
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 group members. Hence, instead of achieving a consensus, such
managers only serve their own interests by leading the group to
situations such as decision-making by lack of response or by
authority role. Sometimes, they lead the group toward decision-
making by minority rule or by majority role, as the case might be. The
better way to achieve consensus would be for them to track how
decisions are made and ensure that they are achieved by true
consultation.

Decision By Lack of Response (The "Plop" Method)

The most common--and perhaps least visible--group decision-making

method is that in which someone suggests an idea and, before anyone else
has said anything about it, someone else suggests another idea, until the
group eventually finds one it will act on. This results in shooting down the
original idea before it has really been considered. All the ideas that are
bypassed have, in a sense, been rejected by the group. But because the
"rejections" have been simply a common decision not to support the idea,
the proposers feel that their suggestions have "plopped." The floors of most
conference rooms are littered with "plops."

Decision by Authority Rule

Many groups start out with--or quickly set up--a power structure that
makes it clear that the chairman (or someone else in authority) will make
the ultimate decision. The group can generate ideas and hold free
discussion, but at any time the chairman may say that, having heard the
discussion, he or she has decided upon a given plan. Whether this method
is effective depends a great deal upon whether the chairman is a sufficiently
good listener to have culled the right information on which to make the
decision. Furthermore, if the group must also implement the decision, then
the authority-rule method produces a bare minimum of involvement by the
group (basically, they will do it because they have to, not necessarily
because they want to). Hence it undermines the potential quality of
implementation.

Decision by Minority Rule

One of the most-often-heard complaints of group members is that they feel

"railroaded" into some decision. Usually, this feeling results from one, two,
or three people employing tactics that produce action--and therefore must
be considered decisions--but which are taken without the consent of the
majority.

A single person can "enforce" a decision, particularly if he or she is in some

kind of chairmanship role, by not giving opposition an opportunity to build
up. For example, the manager might consult a few members on even the
most seemingly insignificant step and may get either a negative or positive
reaction. The others have remained silent. If asked how they concluded
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there was agreement, chances are they will say, "Silence means consent,
doesn't it? Everyone has a chance to voice opposition." If the group members
are interviewed later, however, it sometimes is discovered that an actual
majority was against a given idea, but that each one hesitated to speak up
because she thought that all the other silent ones were for it. They too were
trapped by "silence means consent."

Finally, a common form of minority rule is for two or more members to come
to a quick and powerful agreement on a course of action, then challenge the
group with a quick, "Does anyone object?," and, if no one raises their voice
within two seconds, they proceed with "Let's go ahead then." Again the trap
is the assumption that silence means consent.

Decision by Majority Rule (Voting and Polling)

More familiar decision-making procedures are often taken for granted as

applying to any group situation because they reflect our political system.
One simple version is to poll everyone's opinion following some period of
discussion. If the majority of participants feels the same way, it is often
assumed that is the decision. The other method is the more formal one of
stating a clear alternative and asking for votes in favor of it, votes against it,
and abstentions.

On the surface, this method seems completely sound, but surprisingly often
it turns out that decisions made by this method are not well implemented,
even by the group that made the decision. What is wrong? Typically, it turns
out that two kinds of psychological barriers exist:

First, the minority members often feel there was an insufficient period of
discussion for them to really get their point of view across; hence they feel
misunderstood and sometimes resentful.

Second, the minority members often feel that the voting has created two
camps within the group and that these camps are now in a win-lose
competition: The minority feels that their camp lost the first round, but that
it is just a matter of time until it can regroup, pick up some support and win
the next time a vote comes up.

In other words, voting creates coalitions, and the preoccupation of the losing
coalition is not how to implement what the majority wants, but how to win
the next battle. If voting is to be used, the group must be sure that it has
created a climate in which members feel they have had their day in court--
and where all members feel obligated to go along with the majority decision.

The Better Way

Because there are time constraints in coming to a group decision and

because there is no perfect system, a decision by consensus is one of the
most effective methods. Unfortunately, it is one of the most time- consuming
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techniques for group decision-making. It is also quite important to
understand that consensus is not the same thing as unanimity. Rather, it is
a state of affairs where communications have been sufficiently open
(and the group climate has been sufficiently supportive) to make everyone in
the group feel that they have had their fair chance to influence the decision.
Someone then tests for the "sense of the meeting," carefully avoiding formal
procedures like voting. If there is a clear alternative to which most members
subscribe and if those who oppose it feel they have had their chance to
influence, then a consensus exists. Operationally, it would be defined by the
fact that those members who would not take the majority alternative
nevertheless understand it clearly and are prepared to support it in
deference to any others that are probably about as good.

In order to achieve such a condition, time must be allowed by the group for
all members to state their opposition--and to state it fully enough to get the
feeling that others really do understand them. This condition is essential if
they are later to free themselves of the preoccupation that they could have
gotten their point of view across if others had understood what they really
had in mind. Only by careful listening to the opposition can such feelings be
forestalled, thereby allowing effective group decisions to be reached.

Of course, recognizing the several types of group decision-making is only

part of the process. Managers must be specific in their approach to the one
that is best in their own situation.

What are the actual steps in a decision made by a group?

1. Identify the Problem. Tell specifically what the problem is and how you
experience it. Cite specific examples.

"Own" the problem as yours -- and solicit the help of others in solving it,
rather than implying that it's someone else's
problem that they ought to solve. Keep in mind
that if it were someone else's problem, they would
be bringing it up for discussion.

In the identification phase of problem-solving,

avoid references to solutions. This can trigger
disagreement too early in the process and prevent
the group from ever making meaningful progress.

Once there seems to be a fairly clear

understanding of what the problem is, this definition should be written in
very precise language. If a group is involved, it should be displayed on a flip
chart or chalkboard.

2. Clarify the Problem. This step is most important when working with a
group of people. If the problem is not adequately clarified so that everyone
views it the same, the result will be that people will offer solutions to
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different problems. To clarify the problem, ask someone in the group to
paraphrase the problem as they understand it. Then ask the other group
members if they see it essentially the same way. Any differences must be
resolved before going any further.

In clarifying the problem, ask the group the following questions: Who is
involved with the problem? Who is likely to be affected? Can we get them
involved in solving the problem? Who legitimately or logically should be
included in the decision? Are there others who need to be consulted prior to
a decision?

These questions assume that commitment from those involved (and affected
by the problem) is desirable in implementing any changes or solutions. The
best way to get this commitment is to include those involved and affected by
the problem in determining solutions.

3. Analyze the Cause. Any deviation from what should be is produced by a

cause or interaction of causes. In order to change "what is" to "what is
wanted," it is usually necessary to remove or neutralize the cause in some
way. This calls for precise isolation of the most central or basic cause (or
causes) of the problem and requires close analysis of the problem to clearly
separate the influencing from the non-influencing factors.

This is probably an easier process to

follow when dealing with problems
involving physical things rather than
with interpersonal or social issues.
Typically, interpersonal and social
problems are more likely to spring from
a dynamic constellation of causes that
will be more difficult to solve if the
causes are only tackled one at a time.
Still, whether dealing with physical or
social problems, it is important to seek
those causes that are most
fundamental in producing the problem.
Don't waste energy on causes that have
only a tangential effect.

4. Solicit Alternative Solutions To the Problem. This step calls for

identifying as many solutions to the problem as possible before discussing
the specific advantages and disadvantages of each. What happens frequently
in problem-solving is that the first two or three suggested solutions are
debated and discussed for the full time allowed for the entire problem-
solving session. As a result, many worthwhile ideas are never identified or
considered. By identifying many solutions, a superior idea often surfaces
that reduces or even eliminates the need for discussing details of more
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debatable issues. These solutions may be logical attacks at the cause or they
may be creative solutions that need not be rational. Therefore, it is
important at this step to limit the time spent discussing any one solution
and to concentrate instead on announcing as many as possible.

5. Selecting One or More Alternatives for Action. Before selecting specific

alternatives for action, it is advisable to identify criteria the desired solution
must meet. This can eliminate unnecessary discussion and help focus the
group toward the solution (or solutions) that will most likely work.

At this point, it becomes necessary to look for and discuss the advantages
and disadvantages of options that appear viable. The task is for the group
members to come to a mutual agreement on which solutions to actually put
into action. It is desirable for positive comments to be encouraged (and
negative comments to be ignored or even discouraged) about any of the
solutions. One solution should be the best, of course, but none should be
labeled as a "bad idea."

6. Plan for Implementation. This requires looking at the details that must
be performed by someone for a solution to be effectively activated. Once the
required steps are identified, it means
assigning these to someone for action: it also
means setting a time for completion.

Not to be forgotten when developing the

implementation plan: Who needs to be
informed of this action?

7. Clarify the Contract. This is to insure that

everyone clearly understands what the
agreement is that people will do to implement a
solution. It is a summation and re statement of
what people had agreed to do and when it is expected they will have it done.
It rules out possible misinterpretation of expectations.

8. The Action Plan. Plans are only intellectual exercises unless they are
transformed into action. This calls for people assigned responsibility for any
part of the plan to carry out their assignments according to the agreed upon
contract. This is the phase of problem- solving that calls for people to do
what they have said they would do.

9. Provide for Evaluation And Accountability. After the plan has been
implemented and sufficient time has elapsed for it to have an effect, the
group should reconvene and discuss evaluation and accountability. Have
the agreed upon actions been carried out? Have people done what they said
they would do?

If they have not accomplished their assignments, it is possible that they ran
into trouble that must be considered. Or it may be that they simply need to
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be reminded or held accountable for not having lived up to their end of the
contract. Once the actions have been completed, it is necessary to assess
their effectiveness. Did the solution work? If not, can a revision make it
work? What actions are necessary to implement changes?

Other Considerations

Keeping adequate records of all steps completed (especially brainstorming)

can allow energy to be "recycled." Falling back on thinking that was
previously done makes it unnecessary to "plow the same ground twice."

When entering into problem-solving, remember that it is unlikely that the

best solution will be found on the first attempt. Good problem- solving can
be viewed as working like a guidance system: The awareness of the problem
is an indication of being "off course," requiring a correction in direction. The
exact form the correction is to take is what problem-solving is aimed at
deciding. But once the correction (the implemented solution) is made, it is
possible that, after evaluation, it will prove to be erroneous--perhaps even
throwing you farther off course than in the beginning.

If this happens, the task becomes to immediately compute what new course
will be effective. Several course corrections may be necessary before getting
back on track to where you want to go. Still, once the desired course is
attained, careful monitoring is required to avoid drifting off course again
unknowingly. Viewing problem-solving in this realistic manner can save a
lot of the frustration that comes from expecting it to always produce the
right answers.

SELF CHECK 2.2-3

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1. What are the actual steps in a decision made by a group?

ANSWER KEY 2.2-3

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1."Own" the problem as yours

2. Clarify the Problem.

3. Analyze the Cause.

4. Solicit Alternative Solutions To the Problem

5. Selecting One or More Alternatives for Action

LEARNING OUTCOME 3
WORK AS A TEAM MEMBER
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 CONTENTS:
1. Effective Communication

ASSESSMENT CRITERIA:

1. Effective and appropriate forms of communications are used and

interactions undertaken with team members based on company practices.
2. Effective and appropriate contributions made to complement team
activities and objectives, based on workplace context.
3. Protocols in reporting are observed based on standard company practices.
4. Contribute to the development of team work plans based on an
understanding of team’s role and objectives.

CONDITIONS:

The students/ trainees must be provided with the following:

Learning guides
Transparencies

METHODOLOGIES:

Group Discussion/ Interaction

Simulation
Demonstration

ASSESSMENT METHODS:

Observation of work activities

Observation through simulation or role play

LEARNING EXPERIENCES
Learning activities Special Instructions

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1. Read Information Sheet If you have some problem on the
2.3-1 on Effective content of the information sheet
communication don’t hesitate to approach your
facilitator.
If you feel that you are now
knowledgeable on the content of the
information sheet, you can now
answer self-check provided in the
module
2. Answer self-check for 2.3-1 Refer your answer to answer key
2.3-1

INFORMATION SHEET 2.3-1

EFFECTIVE COMMUNICATION

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Learning objectives: After reading this information sheet, you should be
able to:
A. Explain effective communication.

Effective Communication
Being able to clearly identify and make observations about goals and
objectives is the mark of a strong communicator. While not all
communication is effective, there are many merits to finding ways to use
good communication when dealing with or managing a team.

Function

Clear, concise communication should be used to address questions or

concerns regarding team goals, structural changes and the
responsibilities of team members. By using clear, concise oral and
written communication, team members will have current, relevant and
correct information.

Prevention/Solution

Teams that can express and identify challenges to the success of the
team can better communicate potential solutions and create a plan of
action to implement any necessary changes or adjustment.

Potential

Team leaders must learn to effectively offer feedback that both reinforces
the culture of the team as well as guides the individual in any areas
where improvement is necessary.

Significance

Good team communication builds a system of support for members of

that team. From a business team to a bowling team, good communication
builds morale, eliminates inner conflict and provides a clear sense of
order and routine

Features

Good team communication sustains personal responsibility and

encourages all members of the team to own their mistakes and make the
necessary effort to perform more efficiently or with greater competence in
the future.

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 Considerations

A team is only as good as its weakest link. Thus, good team

communication allows strong players to lead weaker players and share
actions and procedures that are effective

Meetings

Meetings are a way of bringing a team together to work for a common goal.
By bringing together people in a meeting to develop improvements for a
common goal, better decisions can result. Meetings can be made effective
through the use of specific meeting tools, such as

 Rules of conduct
 Roles, responsibilities and relationships
 A focus statement
 An agenda

Rules of conduct

Rules of conduct provide guidance for team members on “how” meeting will
be conducted. The rules of conduct consider the following:

 Commitment of team members. A rule on the amount of participation

that might be appropriate for each team member.
 “Owners” of meeting roles. A rule to identify the specific meeting roles
of the team leader, team members, team facilitator, and meeting
recorder.
 Negotiation process. A rule for outlining the negotiation process.
 Decision-making process. A rule for delineating the process of decision
making.
 Unity issues. Rules for maintaining the team’s cohesiveness.
 Communications procedures. Procedures for allowing all members an
opportunity to communicate on all issues.
 Time management. Rules for the start and end of meetings. Also, rules
for conformance to the agenda may be needed by some teams.

Agenda

An agenda acts as a meeting guide. It gets the team to focus on the

meeting’s desired outcomes. An agenda encourages effective and efficient
meetings because it provides a target for the meeting.

Roles, responsibilities, and relationships

The team leader guides the team to mission accomplishment and the
team leader may guide the team during team meetings. Team members

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 are expected to prepare for, participate in, and perform during team
meetings. The team facilitator helps the team focus and apply methods,
tools, and techniques during the meeting. The recorder prepares all the
administration documentation for the meeting. Each team member must
understand the relationships that exist.
Feedback

Feedback involves providing information back to the sender to verify the

communication. Feedback can indicate agreement, disagreement, or
indifference. Feedback, like communication, can be verbal or nonverbal.
Some guidelines to effective feedback follow:

 Foster an environment conducive to sharing feedback.

 Encourage feedback as a matter of routine.
 Establish guidelines for providing feedback.
 Discuss all unclear communications, paraphrase, and summarize.
 Be to be direct with feedback.
 Ask questions to get better understanding.
 Consider “real” feelings of team members.
 Keep focused on the mission.

Listening

Listening is a technique for receiving and understanding information.

Listening skills are critical to effective teamwork. Listening is one of our
most important communication needs, but it is the least developed skill.
Effective listening requires the following:

 Letting others convey their message.

 Involving yourself in the message.
 Summarizing and paraphrasing frequently.
 Talking only to clarify.
 Empathizing with other’s views.
 Nurturing active listening skills.

DECISION MAKING

The decision making process is the process making the selection. In

making a decision, the impact and the support of the outcome should be
considered. Although consensus is the recommended method for a team
decision making other method also exists. The team determines the
alternate method of decision making from the following methods:

 Decision by majority. This is a decision by more that half by

representatives.
 Decision by leader. In some cases, the leader makes the decision.
 Decision by management. Management sometimes make the decision
CONSENSUS
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 Consensus means everyone in the group accepts and supports the
decision. This does not mean that everyone wants the selection but that
everyone on the team agrees to the decision.

Considerations for making consensus are:

 Communicate; especially listen to others’ points of view.
 Open team members’ minds to new ideas.
 Nurture the feelings and ideas of all team members.
 Share information.
 Encourage participation.
 Nurture discussion; don’t vote or agree too quickly
 Support ideas that are best for everyone.
 Understand that differences are strength.

Seek a win/win solution

Communication is essential in teamwork!

Good team communication enables a team and its members to be more

successful as individuals and as a unit.
Team members who communicate effectively are able to build upon one
another's ideas and work processes to create an active and goal-reaching
environment for all.

1. Teams who communicate well are more likely to cooperate well. The
results of this increased cooperation are amazing.
2. Set expectations. Communication is an enabler to every member on the
team understanding what is expected of them and becoming more
effective at their designated tasks.
3. Get everyone motivated. Individual team members are more motivated to
succeed within an open-communication environment. Individuals fully
comprehend the importance of their duties, thus giving them the
motivation to see their parts through to completion.
4. Experience increased productivity. Being motivated and knowledgeable of
the expectations placed upon them, team members become more
productive and effective in managing specific responsibilities.
5. Eliminate obstacles. Issues that may have diverted members from
accomplishing the tasks necessary and influenced their behaviors are no
longer a problem when team members are communicating well with one
another. Problems are much more easily identified and eliminated.

SELF-CHECK 2.3-1
Direction A: (Identification)
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 Write the correct answer on the space provided for.

_________1. It involves providing information back to the sender to verify

the communication.

_________ 2. A technique of receiving and understanding information.

__________3. A way of bringing team together to work for a common

goal.

__________4. It provides guidance for team members on how meeting will

be conducted.

ANSWERS KEY 2.3-1

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A.
1. Feedback

2. Listening

3. Meeting

4. Rules of conduct

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