COMPETENCY BASED LEARNING MATERIAL

Sector:

AGRI FISHERY
Qualification:

Organic Agriculture Production NCII

Unit of Competency:

WORK IN A TEAM ENVIRONMENT

Module Title:

WORKING IN A TEAM ENVIRONMENT

Technical Education and Skills Development Authority

Balicuatro College of Arts and Trades
Allen, Northern Samar
 HOW TO USE THIS COMPETENCY BASED LEARNING
MATERIAL
Welcome to the competency – based learning material on “Work in
Team Environment.” This contains training materials, information sheets
and activities for you to read and accomplish.
The unit of competency “work in 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 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 theAchievement Chart, Proress Chart and the Trainee’s Record
Book and a Certificate of Achievement on Work in a Team Environemnt will
be issued to you.

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 COMPETENCY-BASED LEARNING MATERIALS
List of Competencies
No. Unit of Competency Module Title Code
Basic Competency
Participating in
Participate in workplace
1 workplace 50031105
communication
communication
Work in team Working in a team
2 50031106
environment environment
Practice career Practicing career
3 50031107
professionalism professionalism
Practice occupational Practicing
4 health and safety occupational health 50031108
procedures and safety procedures

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 TABLE OF CONTENT

Page No.
Competency-Based Learning Material...............................................................
How To Use This Competency Based Learning Material....................................
Direction For Use Of The CBLM........................................................................
Table Of Content...............................................................................................
Module Content................................................................................................
Assessment Criteria:.........................................................................................
Learning Outcome Summary............................................................................
Learning Experiences........................................................................................
Information Sheet 2.1-1....................................................................................
Answer Key 2.1-1............................................................................................
Information Sheet 2.1-2..................................................................................
Self-Check 2.1-2.............................................................................................
Information Sheet 2.1-3..................................................................................
Self-Check 2.1-3.............................................................................................
Answer Key 2.1-3............................................................................................
Learning Outcome Summary..........................................................................
Learning Experiences......................................................................................
Information Sheet 2.2-1..................................................................................
Self-Check 2.2-1.............................................................................................
Answer Key 2.2-1............................................................................................
Information Sheet 2.2-2..................................................................................
Self-Check 2.2-2.............................................................................................
Team Structure/Team Roles...........................................................................
Answer Key 2.2-2............................................................................................
Team Structure/Team Roles...........................................................................
Information Sheet 2.2-3..................................................................................
Self-Check 2.2-3.............................................................................................
Answer Key 2.2-3............................................................................................
Learning Outcome Summary..........................................................................
Learning Experiences......................................................................................
Information Sheet 2.3-1..................................................................................

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 Self-Check 2.3-1.............................................................................................
Answer Key 2.3-1............................................................................................
Definition Of Terms.........................................................................................
Instrument For Institutional Assessment........................................................
Evidence Plan.................................................................................................
Written Test....................................................................................................
Answer Key.....................................................................................................
References......................................................................................................

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 MODULE CONTENT
National Certificate : COMPUTER LITERACY
Unit ofCompetency : Work in a Team Environment
Module Title : Working in a Team Environment
Module Descriptor : This unit covers the skills, knowledge and
attitudes
to identify role and responsibility as a member of a
team.
Learning Outcomes:
At the end of this module you MUST be able to:
1. Describe team role and scope
2. Identify own role and responsibility within team
3. Work as a team member
Assessment Criteria:
1. Role and objective of the team are identified.
2. Team parameters, relationships and responsibilities are identified.
Individual role and responsibilities within the team environment
are identified.
3. Individual role and responsibilities within team environment are
identified.
4. Roles and responsibilities of other team members are identified and
recognized.
5. Reporting relationships within team and external to team are
identified.
6. Appropriate forms of communication and interactions are
undertaken.
7. Appropriate contributions to complement team activities and
objectives are made.
8. Reporting using standard operating procedures is followed.
9. Developments of team work plans based from on team are
contributed.

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 LEARNING OUTCOME SUMMARY
Learning Outcome No. 1
Describe and Identify Team Role and Responsibility ina Team
Contents:
1. Specific and Relevant Information Through Relevant Sources
 Team Work
 Team Role
 Role and responsibilities
Assessment Criteria:
1. Role and objective of the team are identified.
2. Team parameters, relationships and responsibilities are identified.
Individual role and responsibilities within the team environment
are identified.
3. Individual role and responsibilities within team environment are
identified.
4. Roles and responsibilities of other team members are identified and
recognized.
5. Reporting relationships within team and external to team are
identified
Conditions:
Trainees must be provided with the following:
 Workplace
 CD, VCD, tapes
 Manuals
 Hand-outs
 Info Sheets
Methodologies:
 Modular (self-paced)
 Film viewing
 Demonstration
 Discussion
Assessment Methods:
 Written Examination Simulation
 Observation Role Playing
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 LEARNING EXPERIENCES
Learning Outcome No. 1
Describe and Identify Team Role And Responsibility In A Team
Learning Activities Specific Instructions
1. Read INFORMATION If you have some problem on the content of
SHEET 2.1-1 on Building the information sheet don’t hesitate to
Relationship and Team approach your facilitator.
Roles. 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 2.1- Compare answers with ANSWER KEY 2.1-
1 on Building Relationship 1 on Building Relationship and Team
and Team Roles. Roles.
3. Read INFORMATION If you have some problem on the content of
SHEET 2.1-2 on Team the information sheet don’t hesitate to
Roles. 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 2.1- Refer your answer to ANSWER KEY 2.1-2
2 on Team Roles. on Team Roles
5. Read Information Sheet If you have some problem on the content of
2.1-3 on Role and the information sheet don’t hesitate to
Responsibilities with Team approach your facilitator.
Environment. 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 2.1- Refer your answer to ANSWER KEY 2.1-3
3 on Role and on Role and Responsibilities with Team
Responsibilities with Team Environment.
Environment.

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 INFORMATION SHEET 2.1-1
Building Relationship and Team Work

Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to:
1. define team and its importance to a certain organization.
2. identify the skills needed for teamwork Describe the different types
of Interpersonal relationships

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 its 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.

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 Skills needed for teamwork
Aside from any required technical proficiency, a wide variety of social
skills are desirable for successful teamwork, including:
 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.
 Questioning - it is
important to ask
questions, interact, and
discuss the objectives
of the team.
 Persuading -
individuals are
encouraged to
exchange, defend, and
then to ultimately rethink their ideas.
 Respecting - it is important to treat others with respect and to
support their ideas.
 Helping - it is crucial to help one's co-workers, which is the general
theme of teamwork.
 Sharing - it is important to share with the team to create an
environment of teamwork.
 Participating - all members of the team are encouraged to
participate in the team.
 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.

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 SELF-CHECK 2.1-1
Building Relationship and Team Work

A. Multiple Choices.
Direction: choose the letter of the correct answer from the given
choices. Write answers on your answer sheet.

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
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

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 ANSWER KEY 2.1-1
Building Relationship And Team Work

A. Multiple Choices.
1. D
2. A
3. D
4. C
5. B

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 INFORMATION SHEET 2.1-2
Team Roles

Learning Objective:
After reading this INFORMATION SHEET, YOU MUST be able to:
1. describe and identify the different roles in a team.

Introduction
Meredith Belbin (1993) basing on his research proposed nine roles
that successful teams should have:
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.

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 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. 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.

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 SELF-CHECK 2.1-2
Team Roles

A. Multiple Choices.
Direction: choose the letter of the correct answer from the given
choices. Write answers on your answer sheet.

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
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

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 d. Shaper
ANSWER KEY 2.1-2
Team Roles

A. Multiple Choices
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:
After reading this INFORMATION SHEET, YOU MUST be able to:
1. learn and apply the team roles and responsibilities.
2. know the specific responsibilities of team members in a team.

Introduction
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.
 Fulfil 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.

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 Individual Responsibilities Group Control or
Override

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 Executive 1. Defines the team's Charter 1. Decide who
Sponsor approved by a Strategy Council should be
which controls/supports cross- invited to
functional teams. subsequent
meetings.
2. Recruits the team's Coordinator.
2. Request specific
3. Recommends potential members for
meetings which
the team.
Sponsor should
4. Requests budget of time from attend or not
managers of potential team attend.
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.
Coordinat 1. Recruits members to join the team. 1. Agree on how
or 2. Greets team members as they much time to
/Chairper spend on each
arrive.
son topic.
/Leader 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 the
appointed ending time.
7. Clarifies the method for making
decisions (consensus, voice vote,
anonymous ballots, etc.) before

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 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.

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 Facilitator
1. Interrupts the meeting to remind
the group about a process concern.
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
Members 1. Notify Coordinator about not being
able to attend a meeting.
2. Bring individual
calendars/schedules, distributions
received, and personal notes to the
meeting.
3. Bring name tags or name tents
when appropriate.
4. Arrive at meetings prior to 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
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 meetings.
14. Brief members who are absent.

SELF-CHECK 2.1-3
Team Roles and Responsibilities

A. Multiple Choices.
Direction: choose the letter of the correct answer from the given
choices. Write answers on your answer sheet.

1. Monitors environmental conditions

a. Publisher

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 b. Presenter
c. Technician/Facilities manager
d. Note taker
2. Makes copies for team before, during and after meetings
a. Publisher
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

Team Roles and Responsibilities

A. Multiple Choices.
1. C
2. A
3. B
4. A
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 5. D

LEARNING OUTCOME SUMMARY

Learning Outcome No. 2
Identify Own Role and Responsibility Within Team
Contents:
1. Communication process
2. Team structure/team roles
3. Group planning and decision making

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 Assessment Criteria:
1. Appropriate forms of communication and interactions are
undertaken.
2. Appropriate contributions to complement team activities and
objectives are made.
3. Reporting using standard operating procedures is followed.
4. Developments of team work plans based from on team are
contributed.
Conditions:
Trainees must be provided with the following:
 Learning guides
 Transparencies
 CD’s
Methodologies:
 Modular (self-paced)
 Group Discussion/ Interaction
 Simulation
 Demonstration
Assessment Methods:
 Observation of work activities
 Observation through simulation or role play
 Interview
 Written Examination

LEARNING EXPERIENCES
Learning Outcome No. 2
Identify Own Role and Responsibility Within Team
Learning Activities Special Instructions

1. Read INFORMATION If you have some problem on the content

SHEET 2.2-1 on of the information sheets don’t hesitate to
Communication Process.

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 approach your facilitator.

If you feel that you are now

knowledgeable on the content of the
information sheets, you can now answer
self-check provided in the module.

2. Answer SELF-CHECK 2.2- Refer your answer to ANSWER KEY 2.2-1

1 on Communication on Communication Process.
Process.

3. Read INFORMATION If you have some problem on the content

SHEET 2.2-2 on Team of the information sheets don’t hesitate to
Structure/Team Roles. approach your facilitator.

If you feel that you are now

knowledgeable on the content of the
information sheets, you can now answer
self-check provided in the module.

4. Answer SELF-CHECK 2.2- Refer your answer to ANSWER KEY 2.2-2

2 on Team Structure/Team on Team Structure/Team Roles.
Roles.

5. Read INFORMATION If you have some problem on the content

SHEET 2.2-3 on Group of the information sheets don’t hesitate to
Planning and Decision approach your facilitator.
Making.
If you feel that you are now
knowledgeable on the content of the
information sheets, you can now answer
self-check provided in the module.

6. Answer SELF-CHECK 2.2- Refer your answer to ANSWER KEY 2.2-3

3 on Group Planning and on Group Planning and Decision Making.
Decision Making.

INFORMATION SHEET 2.2-1

Communication Process

Learning Objectives:

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 After reading this INFORMATION SHEET, YOU MUST be able to:
1. be more aware of the importance of communication in a team
2. apply the importance of good communication

Introduction
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

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 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.
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
Communication Process

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 A. True or False.
Direction: Write TRUE if the statement is correct and write FALSE if
the statement is incorrect. Write answers on your answer sheet.

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 suggests something, do not consider it.
4. You have to brag to let people know that you have done a good job
5. Communication is the ability to share information with people.

ANSWER KEY 2.2-1

Communication Process

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

INFORMATION SHEET 2.2-2

Team Structure/Team Roles

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 Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to:
1. use high interaction among members of the team to increase trust
and openness.
2. 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 fulfilment 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, feedback, 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 problems with which the team is confronted. Basically, however

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 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
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 that will improve relations between the groups, sub-groups, with members
from each of the conflicting groups, can now be created for further diagnosis
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.
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 Compromising can lead to team productivity. It is a role that is necessary for
cooperation and collaboration.

SELF-CHECK 2.2-2
Team Structure/Team Roles

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 A. Multiple Choices.
Direction: Choose the letter of the correct answer from the given
choices. Write answers on your Answer sheet.
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

ANSWER KEY 2.2-2

Team Structure/Team Roles

A. Multiple Choices.
1. A

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 2. B
3. C
4. D

INFORMATION SHEET 2.2-3

Group Planning and Decision Making

Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to:

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 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
affectivity 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 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.
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 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 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.
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 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
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.

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 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 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
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 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
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

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 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 labelled
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.

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 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 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
Group Planning and Decision Making

A. Enumeration.
Direction: Write answers in your answer sheet.

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

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 ANSWER KEY 2.2-3
Group Planning and Decision Making

A. Enumeration.
1. "Own" the problem as yours
2. Clarify the Problem.
3. Analyze the Cause.

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 4. Solicit Alternative Solutions To the Problem
5. Selecting One or More Alternatives for Action

LEARNING OUTCOME SUMMARY

Learning Outcome No. 3
Work as a Team Member
Contents:
1. Perspective of Team Work
Assessment Criteria:

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 1. Effective and appropriate forms of communications used and
interactions undertaken with team members who contribute to
known team activities and objectives
2. Effective and appropriate contributions made to complement team
activities and objectives, based on individual skills and
competencies and workplace context
3. Observed protocols in reporting using standard operating
procedures
4. Contribute to the development of team work plans based on an
understanding of team’s role and objectives and individual
competencies of the members.
Conditions:
Trainees must be provided with the following:
 Learning guides
 Transparencies
 CD’s
Methodologies:
 Modular (self-paced)
 Group Discussion/ Interaction
 Simulation
 Demonstration
Assessment Methods:
 Observation of work activities
 Observation through simulation or role play
 Interview
 Written Examination

LEARNING EXPERIENCES
Learning Outcome No. 3
Work as a Team Member
Learning Activities Special Instructions

1. Read INFORMATION If you have some problem on the content

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 SHEET 2.3-1 on of the information sheets don’t hesitate to
Perspective of Team Work. approach your facilitator.

If you feel that you are now

knowledgeable on the content of the
information sheets, you can now answer
self-check provided in the module.

2. Answer SELF-CHECK 2.3- Refer your answer to ANSWER KEY 2.3-1

1 on Perspective of Team on Perspective of Team Work.
Work.

INFORMATION SHEET 2.3-1

Perspective Of Team Work

Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to:
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 1. define what team parameters are.
2. identify relationships and responsibilities of a team.
3. distinguish the difference of team work to team building.

Introduction:
Work relationships are important for building a career and finding
satisfaction in your job. To learn how to develop positive work relationships,
you must be willing to listen to co-workers, communicate openly, and
respect yourself and your co-workers. Building positive work relationships
also involves compromising and getting to know co-workers as individuals.
Teamwork is "work done by several associates with each doing a part
but all subordinating personal prominence to the efficiency of the whole.
Team building is a philosophy of job design in which employees are
viewed as members of interdependent teams instead of as individual
workers.[1] Team building (which is correctly spelled with two words)
[citation needed] refers to a wide range of activities, presented to businesses,
schools, sports teams, religious or non-profit organizations designed for
improving team performance. Team building is pursued via a variety of
practices, and can range from simple bonding exercises to complex
simulations and multi-day team building retreats designed to develop a
team (including group assessment and group-dynamic games), usually
falling somewhere in between. It generally sits within the theory and practice
of organizational development, but can also be applied to sports teams,
school groups, and other contexts. Team building is not to be confused with
"team recreation" that consists of activities for teams that are strictly
recreational. Team building can also be seen in day-to-day operations of an
organization and team dynamic can be improved through successful
leadership. Team building is said to have benefits of self-development,
positive communication, leadership skills and the ability to work closely
together as a team to solve problems.
Team members (1) operate with a highdegree of interdependence, (2)
shareauthority and responsibility for self-management, (3) are accountable
for the collective performance, and (4) work toward a commongoal and
shared rewards(s). A team becomes more than just a collection of people
when a strong sense of mutualcommitmentcreatessynergy, thus generating
performance greater than the sum of the performance of its individual
members.
Positive Work Relationships
1. Employ active listening techniques.To develop positive work
relationships, it is important to listen
closely to what your colleagues are
saying. Active listening techniques
involve repeating back to the person
who is talking what you heard him or
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 her say. This assures that you and your co-worker are on the same
page.

2. Allow for open communication.Co-

workers should be able to freely express
their thoughts on work-related issues in a
professional manner. In team meetings or
one-on-one sessions, co-workers should be
encouraged to voice their opinions about a
project and express their ideas. Open
communication is important for team
building and increasing morale. If you are
a supervisor or director, it is your
responsibility to establish an office culture
in which employees feel comfortable
expressing themselves.

3. Be respectful of yourself and others.When building positive

relationships, it is important to act in a
respectful manner. Be respectful to your
co-workers by listening to their positions
and responding in a professional manner.
Respect yourself by staying in control of
your emotions and using your best
judgment when working towards conflict
resolution with co-workers. For example: If
you are having a disagreement with a co-
worker, take a few deep breaths before
responding or agree to discuss the issue at a later time so that you
can walk away from the situation and come up with an
appropriate, professional response.

4. Be willing to compromise.The work environment requires that co-

workers work together as a team.
Compromise involves each party getting
something that he or she wants so that
everyone wins

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 5. Get to know your co-workers on a personal
level. Cultivating relationships with your co-
workers can improve work relations and
improve your support system at work.
Participate in organization-wide volunteer
programs, share personal interests during
lunch, and find opportunities to spend time
with co-workers outside of the office.

Don't ignore on-going conflicts. Doing so will hurt your morale and
interfere with your ability to do your job well. If you cannot resolve the
conflict with your co-worker, discuss the problem with you direct supervisor
or arrange to meet with a human resources representative.

How to work well in a team environment

A team environment is any setting that requires 2 or more people to

work together toward the accomplishment of a task. Whatever role you
prefer to fill, whether alone or with others, it is likely that you will
occasionally encounter situations that call for team work. Building team
work skills takes some consideration and effort, but it is possible to learn
how to successfully contribute to team tasks as a team member. Follow
these guidelines for how to work well in a team environment.

Avoid trying to be the team leader. Remember that everyone on

your team has a role. Being part of a team environment means recognizing
your role, as well as understanding the value of everyone else's roles, so you
may all integrate your roles for the purpose of accomplishing the team goal.

Common Roles include:

1. The technician is the person who assumes thorough
knowledgeable about the task and process, and is a good source of
useful information and practical guidance.
2. The innovator is the creative person on the team, and is good at
conceptualizing new ideas, as well as out-of-the-box problem
solving.
3. The motivator is the team player who keeps everyone on task by
way of a positive attitude and openness to whatever it takes to get
the job done.
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 4. Take turns. It is important that everyone on the team is heard. In
order to be at all team members, as well as what they have to say,
are equally important. When someone else is speaking, wait your
turn and, conversely,when you are a team player, you must
respect that all team members. When speaking, look for
acknowledgments from your team members that what you are
saying is understood.
5. Use "we" language. Building team-work skills involves learning
non-confrontational approaches to communication. You may do
this by substituting "we" for "you" and "I" in your statements. For
example, you may rephrase the confrontational phrase, "you were
supposed to figure that out," in a way that is non-confrontational
by saying something more like, "we need to resolve this issue."
6. Contribute positive feedback. Boosting and maintaining a
positive morale in the team environment is the responsibility of
every team member. Foster this practice by encouraging your team
members, approaching projects with a positive, can-do mindset
and inspiring others with your attitude.
7. Take time to get to know each of your team mates. Remember
that no 2 people are alike, and that each team player has
strengths, weaknesses, likes and dislikes. Knowing what makes
your teammates tick is necessary to developing strong and
productive working relationships, and to learning how to
compliment each other's job roles.
8. Act selflessly. Consider the equal importance of everyone on the
team environment before you make a decision. For example, it
would be inconsiderate to be the first to leave in the evening and
the last to arrive to work every day, just because you can.
Additionally, it may be necessary at times to compensate for the
sickness or personal crisis of another team player without thinking
about how it is negatively affecting you.
9. Treat others on your team as you would want to be treated.
Before you speak or act, as yourself how you would feel if 1 of your
teammates spoke or acted in that way, then use that insight for
building team work.

The teamwork is based in the following “C” concepts

1. Complementation-each member of the team, according to his or
her own capacities and abilities is in charge a part of the project.

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 2. Coordination-the members of the team respond of a team boss
and to a work plan that is programmed according to determine the
time.
3. Communication- the members of the team must maintain
permanent communication between each other, in order to be able
to see the advances, possible readjustment and feedback
mechanism. In synthesis, the purpose is to avoid delays.
4. Confidence-the success of the teamwork is in the confidence or
trust that must exist among its integrant, regarding the individual
contribution.
5. Commitment-in order to achieve the common goal or objective,
there must be commitment towards the project from very single
member of the integrant of the team.

12 Tips for Team Building

People in every workplace talk about building the team, working as a
team, and my team, but few understand how to
create the experience of team work or how to
develop an effective team. Belonging to a team,
in the broadest sense, is a result of feeling part
of something larger than you. It has a lot to do
with your understanding of the mission or
objectives of your organization.
In a team-oriented environment, you
contribute to the overall success of the
organization. You work with fellow members of the organization to produce
these results. Even though you have a specific job function and you belong
to a specific department, you are unified with other organization members to
accomplish the overall objectives. The bigger picture drives your actions;
your function exists to serve the bigger picture.
You need to differentiate this overall sense of teamwork from the task
of developing an effective intact team that is formed to accomplish a specific
goal. People confuse the two team building objectives. This is why so
many team building seminars, meetings, retreats and activities are deemed
failures by their participants. Leaders failed to define the team they wanted
to build. Developing an overall sense of team work is different from building
an effective, focused work team when you consider team building
approaches.

Twelve Cs for Team Building

Executives, managers and
organization staff members universally
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 explore ways to improve business. Many view team-based, horizontal,
organization structures as the best design for involving all employees in
creating business success.
No matter what you call your team-based improvement effort:
continuous improvement, total quality, lean manufacturing or self-directed
work teams, you are striving to improve results for customers. Few
organizations, however, are totally pleased with the results their team
improvement efforts produce. If your team improvement efforts are not living
up to your expectations, this self-diagnosing checklist may tell you why.
Successful team building, that creates effective, focused work teams,
requires attention to each of the following.
1. Clear Expectations: Has executive leadership
clearly communicated its expectations for the team's performance
and expected outcomes? Do team members understand why the
team was created? Is the organization demonstrating constancy of
purpose in supporting the team with resources of people, time and
money? Does the work of the team receive sufficient emphasis as a
priority in terms of the time, discussion, attention and interest
directed its way by executive leaders?.
2. Context: Do team members understand why they are participating
on the team? Do they understand how the strategy of using teams
will help the organization attain its communicated business goals?
Can team members define their team's importance to the
accomplishment of corporate goals? Does the team understand
where its work fits in the total context of the organization's goals,
principles, vision andvalues?
3. Commitment: Do team members want to participate on the team?
Do team members feel the team mission is important? Are
members committed to accomplishing the team mission and
expected outcomes? Do team members perceive their service as
valuable to the organization and to their own careers? Do team
members anticipate recognition for their contributions? Do team
members expect their skills to grow and develop on the team? Are
team members excited and challenged by the team opportunity?
4. Competence: Does the team feel that it has the appropriate people
participating? (As an example, in a process improvement, is each
step of the process represented on the team?) Does the team feel
that its members have the knowledge, skill and capability to
address the issues for which the team was formed? If not, does the
team have access to the help it needs? Does the team feel it has the
resources, strategies and support needed to accomplish its
mission?
5. Charter: Has the team taken its assigned area of responsibility
and designed its own mission, vision and strategies to accomplish
the mission. Has the team defined and communicated its goals; its
anticipated outcomes and contributions; its timelines; and how it
will measure both the outcomes of its work and the process the
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 team followed to accomplish their task? Does the leadership team
or other coordinating group support what the team has designed?
6. Control: Does the team have enough freedom and empowerment to
feel the ownership necessary to accomplish its charter? At the
same time, do team members clearly understand their boundaries?
How far may members go in pursuit of solutions? Are limitations
(i.e. monetary and time resources) defined at the beginning of the
project before the team experiences barriers and rework?
7. Collaboration: Does the team understand team and group
process? Do members understand the stages of group
development? Are team members working together effectively
interpersonally? Do all team members understand the roles and
responsibilities of team members? team leaders? team recorders?
Can the team approach problem solving, process improvement,
goal setting and measurement jointly? Do team members cooperate
to accomplish the team charter? Has the team established group
norms or rules of conduct in areas such as conflict resolution,
consensus decision making and meeting management? Is the team
using an appropriate strategy to accomplish its action plan?
8. Communication: Are team members clear about the priority of
their tasks? Is there an established method for the teams to give
feedback and receive honest performance feedback? Does the
organization provide important business information regularly? Do
the teams understand the complete context for their existence? Do
team members communicate clearly and honestly with each other?
Do team members bring diverse opinions to the table? Are
necessary conflicts raised and addressed?
9. Creative Innovation:  Is the organization really interested in
change? Does it value creative thinking, unique solutions, and new
ideas? Does it reward people who take reasonable risks to make
improvements? Or does it reward the people who fit in and
maintain the status quo? Does it provide the training, education,
access to books and films, and field trips necessary to stimulate
new thinking?
10. Consequences: Do team members feel responsible and
accountable for team achievements? Are rewards and recognition
supplied when teams are successful? Is reasonable risk respected
and encouraged in the organization? Do team members fear
reprisal? Do team members spend their time finger pointing rather
than resolving problems? Is the organization designing reward
systems that recognize both team and individual performance? Is
the organization planning to share gains and increased profitability
with team and individual contributors? Can contributors see their
impact on increased organization success?
11. Coordination:  Are teams coordinated by a central leadership
team that assists the groups to obtain what they need for success?
Have priorities and resource allocation been planned across
departments? Do teams understand the concept of the internal
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 customer—the next process, anyone to whom they provide a
product or a service? Are cross-functional and multi-department
teams common and working together effectively? Is the
organization developing a customer-focused process-focused
orientation and moving away from traditional departmental
thinking?
12. Cultural Change: Does the organization recognize that the
team-based, collaborative, empowering, enabling organizational
culture of the future is different than the traditional, hierarchical
organization it may currently be? Is the organization planning to or
in the process of changing how it rewards, recognizes, appraises,
hires, develops, plans with, motivates and manages the people it
employs?
Does the organization plan to use failures for learning and support
reasonable risk? Does the organization recognize that the more it can
change its climate to support teams, the more it will receive in pay back
from the work of the teams?

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 SELF-CHECK 2.3-1
Perspective of Team Work

A. True or False.
Direction: Write true if the sentence is correct and false if it is wrong.
Write your answer on the answer sheet provided for.
1. Be respectful to your co-workers by listening to their positions and
responding in professional manners.
2. Work relationship is not important for building a career and finding
satisfaction in your job.
3. Consider the equal importance of everyone on the team
environment before you make a decision.
4. Building positive working relationships also involves compromising
and getting to know co-workers and individuals.
5. Technician is the creative person on the team, as is good at
conceptualizing new ideas, as well as out-of-the box problem
solving.

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 ANSWER KEY 2.3-1
Perspective of Team Work

A. True or False.

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

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 DEFINITION OF TERMS
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.
Smallest team consists of 2 people and the upper limit can be to the size of
the organization.
Listening- it is important to listen to other people's ideas.
Questioning - it is important to ask questions, interact, and discuss the
objectives of the team.
Persuading - individuals are encouraged to exchange, defend, and then to
ultimately rethink their ideas.
Respecting - it is important to treat others with respect and to support their
ideas.
Helping - it is crucial to help one's co-workers, which is the general theme
of teamwork.
Sharing - it is important to share with the team to create an environment of
teamwork.
Participating - all members of the team are encouraged to participate in the
team.
Communication is the ability to share information with people and to
understand what information and feelings are being conveyed by
others.
Effective communication - is an essential component of organizational
success whether it is at the interpersonal, intergroup, intra group,
organizational, or external levels.
Team building can also address itself to clarifying each member’s role on
the team.
Involving role - One initiates action.
Listening role - A member listens actively (nodding, leaning forward),
expressing that he/she is really hearing what is being said.
Supporting role - A team member gives an added dimension to good ideas
by their support.
Compromising role - One member gives up something for problem solving
to take place.
Teamwork - a "work done by several associates with each doing a part but
all subordinating personal prominence to the efficiency of the whole.
Team building - a philosophy of job design in which employees are viewed
as members of interdependent teams instead of as individual workers.

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 Complementation-each member of the team, according to his or her own
capacities and abilities is in charge a part of the project.
Coordination-the members of the team respond of a team boss and to a
work plan that is programmed according to determine the time.
Communication- the members of the team must maintain permanent
communication between each other, in order to be able to see the
advances, possible readjustment and feedback mechanism. In
synthesis, the purpose is to avoid delays.
Confidence-the success of the teamwork is in the confidence or trust that
must exist among its integrant, regarding the individual contribution.
Commitment-in order to achieve the common goal or objective, there must
be commitment towards the project from very single member of the
integrant of the team.

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 INSTRUMENT FOR INSTITUTIONAL ASSESSMENT

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 EVIDENCE PLAN

TRAINEE’S NAME

FACILITATOR’S NAME

QUALIFICATION
UNIT OF COMPETENCY Work in a Team Environment
COVERED/LEARNING
OUTCOME

Demonstration
Ways in which evidence will be collected:

Written Test
[tick the column]

Questioning

Interview
with Oral
The evidence must show that the candidate……
1. Identifies role and objectives of the team

2. Identifies team parameters, relationships and

responsibilities
3. Identifies individual role and responsibilities within
team environment
4. Recognizes and identified roles and responsibilities of
other team members
5. Identifies reporting relationships within team and
external team
6. Achieves appropriate forms of communications and
interactions
7. Makes appropriate contributions to complement team
activities
8. Follows reporting using standard operating procedures

9. Contributes development of team work plans

Prepared by: Date:

Checked by: Date:

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 WRITTEN TEST
(Institutional Assessment)

A. True or False:
Direction: Write TRUE if the statement is correct and writes FALSE if the
statement is incorrect. Write answers on your answer sheet.
1. The ability to share information to others is called communication.
2. When entering into problem-solving, it is unlikely that the best
solution will be found on the first attempt.
3. Compromising does not lead to team productivity.
4. Take the time to help your fellow teammates, no matter the
request.
5. Do not respect the opinions of others in the team.
6. Fulfilling duties in between meetings of the team is not necessary.
7. Communication is very important in a team work
8. 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.
9. Inactive listeners encourage group members to express themselves.
10. Team building can also address itself to clarifying each
member’s role on the team.

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 ANSWER KEY
(Institutional Assessment)

A. True or False:
1. True
2. True
3. False
4. True
5. False
6. False
7. True
8. True
9. False
10. True

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 REFERENCES

Gonzales, B. A. and Seruelas, Nenita. 2010. Working in a Team

Environment.
Competency Based Learning Materials. Isabela School of Arts and
Trade.

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