COMPETENCY BASED LEARNING MATERIAL

Sector : HEALTH, SOCIAL, AND OTHER COMMUNITY

DEVELOPMENT SERVICES

Qualification Title: HEALTHCARE SERVICES NC II

Unit of Competency: WORK IN A TEAM ENVIRONMENT

Module Title: WORKING IN A TEAM ENVIRONMENT

ILOCOS SUR COMMUNITY COLLEGE

Quirino Stadium, Zone 5, Bantay Ilocos Sur

Name of Student:
Course & Year :
Email Address :
 HOW TO USE THIS COMPETENCY-BASED LEARNING MATERIAL (CBLM)?

Welcome to the competency-based learning material for the module: WORK IN A

TEAM ENVIRONMENT
This module contains training materials and activities for you to accomplish. The unit
of competency “WORKING IN A TEAM ENVIRONMENT, contains the knowledge, skills and
attitudes required for Caregiving at National Certificate Level II (NC II).

You are required to go through a series of learning activities in order to complete

each learning outcomes of the module. In each learning outcome, there are reference
materials or instructional sheets for further reading to help you better understand the
required activities. Follow the activities at your own pace and answer the self-check at the
end of each learning outcome. If you have questions, please feel free to ask for the
assistance of your trainer/facilitator.

Remember to:
• Read Information Sheets and complete these self-checks. Suggested references are
included to supplement the materials provided in this module.
• Perform the Task Sheets and Job Sheets until you are confident that your outputs
conform to the Performance Criteria Checklist that follow the sheets.
• Submit outputs of the Task Sheets and Job Sheets to your facilitator for evaluation
and recording in the Accomplishment Chart. When you feel confident that you have
had sufficient practice, ask your trainer to evaluate you.

RECOGNITION OF PRIOR LEARNING (RPL)

You may have some or most of the knowledge and skills included in this learner’s
guide because you have:

• Been working in the same industry for some time.

• Already completed training in this area.
If you can demonstrate to your trainer that you are competent in a particular skill,
you don’t have to do the same training again.

If you feel that you have some skills, talk to your trainer about having them formally
recognized. If you have a qualification or certificate of competence from previous trainings,
show them to your trainer. If the skills you acquired are still current and relevant to the unit
of competency, they may become part of the evidence you can present for RPL. If you are
not sure about the currency of your skills, discuss this with your trainer.

Date Developed: Document No. ISCC-CBLM- 002

August 2020 Date
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 A Trainee Record Book (TRB) is given to you to record important dates, jobs
undertaken and other workplace events that will assist you in providing further details to
your trainer/assessor. A Record of Achievement/Progress Chart is also provided by your
trainer to complete/accomplish once you have completed the module. This will show your
own progress.

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: 4 hours

SUMMARY OF LEARNING OUTCOMES:

At the end of the module, you must be able to:
LO1. Describe and identify team role and responsibility in a team.
LO2. Describe work as a team member.

ASSESSMENT CRITERIA:
Role and objective of the team are identified.
1. Team parameters, relationships and responsibilities are identified. Individual
role and responsibilities within the team environment are identified.
2. Individual role and responsibilities within team environment are identified.
3. Roles and responsibilities of other team members are identified and recognized.
4. Reporting relationships within team and external to team are identified.
5. Appropriate forms of communication and interactions are undertaken.
6. Appropriate contributions to complement team activities and objectives are
made.
7. Reporting using standard operating procedures are followed.

PREREQUISITE : None

LEARNING OUTCOME 1

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DESCRIBE AND IDENTIFY TEAM ROLE AND RESPONSIBILITY IN A TEAM CONTENTS:
▪ Team role.
▪ Relationship and responsibilities
▪ Role and responsibilities with team environment.
▪ Relationship within a team.

ASSESSMENT CRITERIA:
1. Roles and objectives 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:
The students/trainees must be provided with the following:
Manuals
Handouts
Info Sheets

ASSESSMENT METHODS
Written Examination
Observation
Simulation
Role Playing

LEARNING EXPERIENCES

Learning Outcome 1 - Describe and identify team role and responsibility in a team.

Learning activities Special Instructions

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1. Read Information Sheet 2.1- on If you have some problem on the content of the
Building Relationship and Team Work information sheet don’t hesitate to approach your
facilitator.

If you have some problem on the content of the

2. Read Information Sheet 2.1-1 on information sheet don’t hesitate to approach your
Team Role 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
3. Answer self- check for 2.1.1 Refer your answer-to-answer key 2.1.1

5. Read Information Sheet 2.1-2 on If you have some problem on the content of the
Relationship and Responsibilities. 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
6. Answer self-check for 2.1-2 Refer your answer-to-answer key 2.1-2
7. Read information sheet 2.1.3 on If you have some problem on the content of the
Roles and Responsibilities information sheet don’t hesitate to approach your
with Team environment 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
8. Answer self- check for 2.1.3 Refer your answer-to-answer key 2.1.3
9. Read information sheet 2.1.4 If you have some problem on the content of the
on Relationship in teamwork 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
10. Answer self-check for 2.1.4 Refer your answer-to-answer key 2.1.4

Date Developed: Document No. ISCC-CBLM- 002

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 11. Read Information sheet 2.2.2 If you have some problem on the content of the
on Team Structure 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
12. Answer self-check on 2.2.2 Refer your answer-to-answer key 2.2.2

INFORMATION SHEET 2.1

BUILDING RELATIONSHIP AND TEAM WORK
Learning Objectives:
At the end of this lesson, you must have to:
1. Defined team and its importance to a certain organization.
2. Identified the skills needed for teamwork.
3. Described people development and teamwork.
4. Enumerated the advantages of team work.
5. Described the skills needed in a team.

What is a TEAM?
 Team - is a group of individuals with various complementary skills working
together towards a common vision to achieve their goal.
Teamwork advantages:
1. A greater variety of complex issues can be tackled by pooling expertise and
resources
2. Problems are exposed to a greater diversity of knowledge, skill and experience .
3. The approach boosts morale and ownership through participative decision making .
4. Improvement opportunities that cross departmental or functional boundaries can be
more easily addressed .
5. The recommendations are more likely to be implemented than if they come from an
individual .

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SKILLS NEEDED FOR A TEAM
Social skills for successful teamwork:

1. Listening -it is important to listen to other’s 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 .

This ends our discussion in BUILDING RELATIONSHIP AND TEAM

WORK. Please check your understanding by taking the self-check
L.O.2.1 quiz in the learning management system of this course.
Feedback will be given after. Good luck!

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 INFORMATION SHEET LO.2.1.1
TEAM ROLES

Learning Objective:
At the end of this lesson, you must have to:
1. Described and identified the different roles of a team.
2. Discussed the Belbin’s team role.

TEAM ROLE
 describe a pattern of behaviors that characterizes one person's behavior in
relationship to another in facilitating the progress of a team.
 This approach enables an individual or team to benefit from self-knowledge and
adjust behavior according to the demands being made by the external situation.

A. Formal Roles
 often allocated or decided on within the group.
 the leader is the most common role, other positions of specific responsibility
can help give focus to specific activities and ensure formal tasks are
completed.
1. Leader
 sets the style of how the group will operate.
 This style should be more participative than directive .
Objective:
Motivate the rest of the team into having a strong focus on succeeding in their
objectives. An active and effective way to achieve this is by working within the team
rather than directing it from above.
2. Recorder
 Role of the recorder (or scribe or librarian): to record and gather all the data and
present it in a format which the team can easily understand and reference.
3. Analyst
 The analyst's key focus is on the measurement and interpretation of data to enable
these decisions to be made.
4. Expert
 have specialized knowledge, for example about technical areas or key processes,
and act as advisors and authorities in their field of expertise.
5. Facilitator
 This person is an expert in team dynamics and in the improvement process, and
thus acts as an advisor and teacher.
B. Informal roles

 A person in the group begins to assume behaviors expected of the group without
being given by a specific title
A typical set of behavioral styles:
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1. Social style: Self versus Group
 People with strong self-image may tend towards a leadership role, but unless they
also consider the people in the team and the group as a whole, there is a danger of
them becoming dictatorial, turning the focus away from the problem and onto
personalities.
2. Work style: Doer versus thinker
 Thinkers are the people who have strategic plan or creative mindset who plan
everything before taking actions.
 Doers are people that jump into task without thinking twice.
3. Thinking style: Divergent versus convergent
 Divergent thinkers are good at brainstorming and coming up with unusual ideas.
 Convergent thinkers are good at judging and selecting items from a large set of
possibilities.
4. Decision style: Intuition versus facts
 An intuitive decision maker tends to rely more on feelings and unidentified
experience, while a factual decision-maker will seek to increase confidence in a
decision by seeking out and analyzing clear facts.

BELBIN’S TEAM ROLE

Dr Meredith Belbin - studied team-work for many years, and he famously observed
that people in teams tend to assume different "team roles."
 He defined a team role as "a tendency to behave, contribute and interrelate with
others in a particular way" and based on research proposed nine such team roles
that underlie team success.

Belbin's Team Roles model can help you to identify potential strengths and
weaknesses within your team, overcome conflict between your co-workers, and understand
and appreciate everyone's contributions.

Table 0.1 shows the Belbin’s team role

Challenges the team to

Shaper improve.

Action Oriented Roles

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 Implementer Puts ideas into action.

Completer Ensures thorough, timely

Finisher completion.

Coordinator Acts as a chairperson.

People Oriented Roles Team Worker Encourages cooperation.

Resource Explores outside

Investigator opportunities.

Presents new ideas and

Plant approaches.
Thought Oriented
Roles Monitor-Evaluator Analyzes the options.

Specialist Provides specialized skills.

This ends our discussion Team Role. Please check

your understanding by taking the self-check L.O.2.1.1
quiz in the learning management system of this
course. Feedback will be given after. Good luck!

INFORMATION SHEET NO. 2.1.2

Learning Objective:
At the end of this lesson, you must have to:
1. Defined and described relationship and responsibility.
2. Discussed the importance of building trust
RELATIONSHIP AND RESPONSIBILITY

Date Developed: Document No. ISCC-CBLM- 002

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 Relationship
 requires team members to be dependent on each other.
 should develop a level of trust for each other in order to be reliable for each other.

In order to build trust:

1. The team can hold trust-building talks during meetings every now and then.
2. Self-disclosure is a good strategy.
3. Learning how to open and share a little about you to your teammates will give them
a chance to know you as a person.
4. Inject humor and some fun to be comfortable with each other.

Relationship with a Team

 every working individual belongs to a team where a group of members work together with
similar functions and work description, though not necessarily similar in interests.
 Individuals in a team generate a collaborative effort to achieve common goals, and
building a relationship is a crucially important factor grounded on teamwork.

This ends our discussion in Relationship and Responsibility. Please

check your understanding by taking the self-check L.O.2.1.2 quiz in the
learning management system of this course. Feedback will be given
after. Good luck!

INFORMATION SHEET LO 2.1.3

ROLES AND RESPONSIBILITIES WITH TEAM ENVIRONMENT

Learning Objectives:
At the end of this lesson, you must have to:
1. Demonstrate understanding on the team roles and responsibilities.
2. Identified the specific responsibilities of team members in a team
3. Enumerate and describe the benefits of roles and responsibilities.
4. Identified how to develop functional roles and responsibilities.
5. Discussed the team member role and responsibility.
6. Discussed and described how to work effectively in a team.

Roles - refer to one’s position on a team and how a person will behave and what function
they will perform within the group as a whole.
Responsibilities - refer to the tasks and duties of their particular role or job description.

BENEFITS OF FUNCTIONAL ROLES AND RESPONSIBILITIES:

1. Increased productivity

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  Having a clear definition of their responsibilities will increase your team’s overall
productivity. This productivity will then lead to your team’s increased momentum and
success in the long run.

2. Team success
 By effectively delegating necessary tasks and having a set schedule, you’re setting your
team up for success.

3. Increased morale and momentum

 When an employee’s responsibilities are clearly defined and they are successful in their
role, the entire team will benefit from it. Team success is a great way to build momentum
for future projects, thus fostering more productivity. This same success will also contribute
to the team’s heightened confidence.

HOW TO DEVELOP FUNCTIONAL ROLES AND RESPONSIBILITIES:

 Determine what needs to get done.

Make a list of all the tasks that need to be completed. This will give you an idea of how many tasks
you’ll need to delegate.

 Refer back to a team member’s job description.

An employee should be given tasks that adhere to what they were hired for in the first place.
combination of their job description and their individual personality traits will help you better
delegate your team’s assignments.

4. Get feedback
 by asking your team for feedback, you’re also showing them that you care about their
opinion and insight. Having a clear stream of communication with your team is key.

TEAM MEMBER ROLE AND RESPONSIBILITIES:

▪ Actively participate.
▪ Be an active listener
▪ Take notes.
▪ Complete tasks and assignments.

TEAM LEADER ROLE AND RESPONSIBILITIES:

Effective team leader:

▪ Prepare material for your team.
▪ Maintain a team calendar or schedule.
▪ Schedule and hold meetings.
▪ Facilitate discussion.
▪ Communicate with team members.
▪ Assign responsibilities.

Date Developed: Document No. ISCC-CBLM- 002

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 ▪ Draft and deliver correspondence.
▪ Supervise team members.
▪ Support team members

TEAM ROLE AND RESPONSIBILITY IN A TEAM:

Clarify Roles
 Knowing everyone’s role and being familiar with the responsibility of those roles create
efficiency and flexibility.

Ideas for clarifying roles on the team include:

▪Review team members’ roles frequently.
▪Relate team member expectations to the team’s overall purpose.
▪Clarify responsibilities when action planning.
▪Learn what others do on the team.
▪Figure out ways to help each other.

HOW TO WORK EFFECTIVELY IN TEAM ENVIRONMENT:

▪ Get Into the Right Mindset
▪ Agree to Agree
▪ Be Respectful of Each Other
▪ Don’t Be a Slacker
▪ Don’t Gossip About Others
▪ Recognize the Contributions of Others

This ends our discussion in ROLES AND RESPONSIBILITIES WITH

TEAM ENVIRONMENT. Please check your understanding by taking
the self-check L.O.2.1.3 quiz in the learning management system
of this course. Feedback will be given after. Good luck!

INFORMATION SHEET LO.2.1.4

THE IMPORTANCE OF RELATIONSHIP IN TEAMWORK

Learning Objectives:
At the end of this lesson, you must have to:

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 1. Discussed the importance of building relationship in a teamwork.
2. Enumerated and described ways to strengthen team relationships.

To be successful, a team needs its team members to be relational and work at building healthy
relationships. The more robust the relationships between team members, the more the team will
operate as a unit. Healthy relationships are the glue that keeps a team together.

Building Teams by Encouraging Teamwork:

1. Respect in Relationships - the desire to place value on others.

2. Shared Experiences
To build relationships within a team it requires shared experiences among the team members
over time. Constantly having new team members coming into the team means less shared
experiences that are essential for the success of the team.
3. Trust in Relationships
Without trust among team members, relationships in the team will not be sustained for any
length of time.
4. Reciprocity in Relationships
To build a team that is successful, you need team members that not only take, but are willing to
give as well so that everyone benefits.
5. Mutual Enjoyment
As relationships in the team grow stronger over time, team members begin to enjoy each other’s
company more. The enjoyment of just being together turns unpleasant tasks into positive
experiences.

Ways to strengthen your team relationships:

1. Trust yourself, trust your teammates, and stand by one another when issues or mistakes
arises.
2. Show up, own your work, and do it to the best of your abilities. This builds trust.
3. Recognize and respect the efforts and ideas of others. With this, it is also important to
give credit where credit is due. If you wrote an amazing proposal, but your colleague
proofread it and fixed errors that ensured your work was taken seriously, share credit
with your proof reader.
4. Be able to offer and accept constructive criticism. Not overtly negative comments, but
feedback that enriches the process and helps you improve what you’ve done in a
targeted manner.
5. Share the goals of the team and work toward them. If you complete what you need to
do, offer to help a colleague with a different task.
6. Know what you are responsible for accomplishing and realize what your colleagues need
to do. This means everyone has clear expectations set and can work toward them
independently while collaborating where tasks overlap.

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7. Communicate! Never presume a colleague or customer understands what you’re
planning, or the work you’ve done.
8. Recognize the skills and talents of your teammates and use them to further your project.
If you have a team member who is great at sketching, mocking up your chart or visual
needs to give to the graphics department, it may cut down on the time it takes for
graphics to complete the final artwork, making the whole team look like superstars.
9. Support and respect one another, never undermine with petty jealousy, prejudice,
gossip, or begrudgery..
10. Divide the tasks proportionately among team members. Understand where there is
overlap and plan ahead to work together.

This ends our discussion in THE IMPORTANCE OF

RELATIONSHIP IN TEAMWORK. Please check your
understanding by taking the selfcheck L.O.2.1.4 quiz
in the learning management system of this course.
Feedback will be given after. Good luck!

LEARNING OUTCOME 2.2 DESCRIBE WORK AS A TEAM MEMBER

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. Development of team work plans based from team role is contributed.

CONTENTS
▪ Communication process
▪ Team structure/team roles
▪ Group planning and decision making

CONDITIONS: The students/trainees must be provided with the following:

▪ SOP of workplace
▪ Job procedures
▪ Organization or external personnel

METHODOLOGIES:

▪ Group discussion/interaction
▪ Case studies

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 ▪ Simulation

ASSESSMENT METHODS:

▪ Observation of work activities

▪ Observation through simulation or role play ▪ Case studies and scenarios.

INFORMATION SHEET NO.2.2.2

TEAM STRUCTURE
Learning Objectives:
At the end of this lesson, you must have to:
1. Defined team structure.
2. Discussed Intra-group development.
3. Discussed inter-group development.

Team structure refers to the composition of an individual team or of a multi-team

system. Team structure is an integral part of the teamwork process.

Team and Individual

 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:

• with technical expertise.
• with problem solving and decision-making skills.
• need people with good listening, feedback, conflict resolution and other inter
personal skills.
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.
 team building attempts to use high interaction among members to increase
trust and openness.

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Inter-group Development
 seeks to change the attitudes, stereotypes, and perceptions that groups have
of each other.
 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 and to begin to formulate possible alternative
actions that will improve relations .

This ends our discussion in TEAM STRUCTURE.

Please check your understanding by taking the self-
check L.O.2.2.2 quiz in the learning management
system of this course. Feedback will be given after.
Good luck!

INFORMATION SHEET 2.2-3

GROUP PLANNING AND DECISION MAKING

Learning Objectives:
At the end of this lesson, you must have to:
1. Identified the different types of group decision making.
2. Discussed the planning process.
3. Discussed the procedures in effective discussion.
4. Discussed the generating a shared vision.
5. Discussed the action plan process.
6. Discussed contingency planning.
7. Discussed the Strength, Weaknesses, Opportunities, Threat (SWOT) analysis.
8. Described group decision making.
9. Discussed the advantages and disadvantages of decision making.

STRATEGIC PLANNING CYCLE

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The planning Process
 Group planning typically involves one or more of the following stages: vision,
goals, objectives and actions. ‘Strategic’ planning usually involves all of these
stages, with each building on the other, and a review stage built in.
Generating a shared vision
 about looking at what you want in the future – your ‘ideal’. It’s useful to
describe what things are like in the future, in words, pictures or both.
 The key to a shared vision is to find something general enough that people
can agree to it, without losing the essence of what you want to achieved.
Guided visualization
Participants are asked to close their eyes and imagine themselves somewhere
different in place or time. They’re asked to observe the sights, sounds and smells they
encounter. A simple guided visualization. Participants then share their observations with
another person before generating a list as a group and looking for the common themes from
which a vision statement can be drafted.
Picturing your vision
Participants draw pictures to represent their ideal futures, which are then used to
develop the group’s vision:
1. The first step is to build visionary pictures of what things should be like in
five or more years.
2. People choose the three most important elements from their picture and write each
on a sticky, which are then clumped and sorted using a work shopping method.
3. Develop a vision statement based on these ideas as a group.
Values exercise
This can be a useful exercise to do immediately before a visioning session, or where
the group is not immediately able to identify common ground. It helps people identify with
one another, because some values are common, and to understand why others see things
differently. The group can then spot the connections to their project and identify individual
motivations they might draw on or have to plan for. This exercise works best with groups of
6 to 20 people who are comfortable with group discussion.

Time allotment: 1 hour.

Materials:
1. A large sheet of paper
2. marker pens, or whiteboard and whiteboard pens.
3. a sheet with a list of values and some blank spaces (one copy for each person).
Introduce the exercise as a way of building understanding and finding common ground.
Let people know they won’t be judged on their values, and won’t have to share them.

Date Developed: Document No. ISCC-CBLM- 002

August 2020 Date
Revised: Issued by:
HEALTHCARE
Page 18 of 55
SERVICES NC II ISCC
Developed by:
Emely A. Cachola
Revision # 01
 1. Hand each person a values sheet and ask them to mark the seven values of most
importance to them with an X. If they don’t identify with these values, they can write
their own in the blanks. Then ask them to rank the top three in order of importance.
2. Over a break, get people to mark their top three values on a large sheet with all the
values listed on it. This should be done in a space where people can go up one at a
time in privacy. When everyone has finished, tally them up quietly before the break
finishes.
3. Discuss as a group which values were most frequently ranked highly. Consider how
each of these values relates to your group, your project or your site. Try questions
like: ‘Can anyone see how family relationships relates to managing natural areas on
farms?’ or ‘How can protecting our coast relate to cooperation?’
4. Discuss the implications for your vision, goals and actions, what you will have to
consider or modify to take into account people’s values, and what values your
project can draw upon. Ask people to come up with their own vision, using questions
like: ‘So if these are the things we want, what would be our project have to look
like?’ Check your existing plans – ‘Does our current vision reflect the values we
ranked highly?’

Generating goals and objectives

 looks at the specific things that need to be achieved to reach your vision.
Goals and objectives should be specific, measurable, and have a timeframe.
Simple workshop process
 to generate goals and objectives is to workshop with sticky notes based on
your vision statement. Ensure your vision statement is written up in clear
view and ask the question ‘What would we need to achieve in order to realize
our vision?’
Headlining
 In small groups, people work back from the vision statement and devise
hypothetical ‘headlines’ showing milestones reached on the way to achieving
this ideal future.
Concept pyramid
 can be used when a group is tackling a complex issue and has to produce a
plan.
 It involves facilitating the group to link its vision to overall goals, objectives
and activities. A concept pyramid helps people to share ideas, connect goals
together into a ‘bigger picture’ and link them to an action plan.
Action planning
 involves working out the tasks required to complete each of the goals and/or
objectives. Actions should be specific and assigned to someone to do within a
timeframe.
Action planning process

Date Developed: Document No. ISCC-CBLM- 002

August 2020 Date
Revised: Issued by:
HEALTHCARE
Page 19 of 55
SERVICES NC II ISCC
Developed by:
Emely A. Cachola
Revision # 01
1. For each of your priority objectives or goals, brainstorm possible actions. Ask ‘What
actions/activities will enable the goals to be achieved?’
2. Choose some priorities from among the ideas. In assessing the possible actions, consider:
• Which actions are easily accomplished?
• Which actions could provide some momentum for the project?
• Which actions contribute most to achieving the objective (or goal)?
Prioritize your actions, using a voting technique or the matrix below, where the group ranks
each action on a scale of one to five, where 1 means ‘not much’ and 5 means ‘a lot’.
3. Timetable your actions – to help you get your key actions in order, consider:
• Which are the most urgent actions/issues?
• Which actions will pave the way for other actions?
4. Assign each action to a person.
5. Identify any other people, equipment and resources necessary. Consider:
• What skills are held by individuals in the group?
• What outside expertise is needed. Who could provide it?
• How much money is required?
• Where will the resources come from?
6. Record your actions, responsibilities, resources and timing in a table
7. Assign someone to monitor progress, remind people of deadlines and generally keep an
eye on the process. Contingency planning
If your project is large and/or likely to be controversial, it can be useful to do some
contingency planning or ‘risk assessment’ during your planning. This could also be useful for
critical events – for example, a public meeting about your proposal.
1. Write your project or activity name in the middle of a large sheet of paper.
2. As a group, brainstorm all the things that could go wrong with your project. Write
these in a different color around the activity heading.
3. Consider what steps you’d need to take to reduce the risk of each of these
things going wrong. Write these in another color around the outside. If one step to
reduce a risk will also help reduce another risk, use symbols or lines to connect the
points.
Strength, Weaknesses, Opportunities, Threat (SWOT) Analysis.
This tool can be used to see how capable your group is of undertaking what you want to
do. It allows you to assess the context you’re working in, and identify gaps in skills and
knowledge, which if filled can increase your project’s chances of success.
1. Introduce the purpose of the exercise - for example, ‘to assess our current capability
to undertake our project to .....’
Date Developed: Document No. ISCC-CBLM- 002
August 2020 Date
Revised: Issued by:
HEALTHCARE
Page 20 of 55
SERVICES NC II ISCC
Developed by:
Emely A. Cachola
Revision # 01
 2. On large pieces of paper set side by side (or on a large whiteboard) write up the
following headings: Strengths, Weaknesses, Opportunities, Threats
3. Create lists underneath these. Strengths and weaknesses are internal (features of
your group) while opportunities and threats are external (features of your
environment or context).
4. Use the data to help you work out actions you might need to take, or adjustments
you could make to your project – for example, contingency planning to address
threats.

GROUP DECISION MAKING

 Group decision making

is a type of
participatory process in which
multiple individuals acting collectively,
analyze problems or situations.
 Decision-making groups may be
relatively informal in nature, or
formally designated and charged with
a specific goal. The process used to
arrive at decisions may be
unstructured or structured.
GROUP DECISION MAKING METHODS
1. Brainstorming - involves group members verbally suggesting ideas or alternative courses
of action.
2. Dialetical Inquiry.
 is a group decision-making technique that focuses on ensuring full consideration of
alternatives. Essentially, it involves dividing the group into opposing sides, which debate
the advantages and disadvantages of proposed solutions or decisions.
3. Nominal Group Technique
 is a structured decision-making process in which group members are required to compose
a comprehensive list of their ideas or proposed alternatives in writing. The group members
usually record their ideas privately or criticism of listed ideas is permitted.
4. Delphi Technique
 can be used by decision making groups when the individual members are in different
physical locations.
 The technique was developed at the Rand Corporation. The individuals in the Delphi
"group" are usually selected because of the specific knowledge or expertise of the problem
they possess.
 In the Delphi technique, each group member is asked to independently provide ideas,
input, and/or alternative solutions to the decision problem in successive stages.

Date Developed: Document No. ISCC-CBLM- 002

August 2020 Date
Revised: Issued by:
HEALTHCARE
Page 21 of 55
SERVICES NC II ISCC
Developed by:
Emely A. Cachola
Revision # 01
ADVANTAGES OF GROUP DECISION MAKING:

1. takes advantage of the diverse strengths and expertise of its members.

2. lead to a greater collective understanding of the eventual course of action chosen.

DISADVANTAGES OF GROUP DECISION MAKING:

1. Groups are generally slower to arrive at decisions than individuals.

2. Group polarization

This ends our discussion in GROUP PLANNING AND

DECISIONMAKING. Please check your
understanding by taking the self-check L.O.2.2.3
quiz in the learning management system of this
course.
Feedback will be given after. Good luck!

Date Developed: Document No. ISCC-CBLM- 002

August 2020 Date
Revised: Issued by:
HEALTHCARE
Page 22 of 55
SERVICES NC II ISCC
Developed by:
Emely A. Cachola
Revision # 01