CBLM WORK IN A TEAM Environment

Nursing (University of Pangasinan)

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 Sector:
Unit
Qualification:
of
Competency: WORK IN A TEAM
ENVIRONMENT
Module Title:
WORKING IN A TEAM ENVIRONMENT

TECHNICAL EDUCATION AND SKILLS

DEVELOPMENT AUTHORITY
Isabela School of Arts and
Trades Ilagan, Isabela

Date Developed: Document No.

November Issued Page No.

WORKING IN A TEAM 2010 Developed by:
by:
ENVIRONMENT
ISAT-
Bhelynda A.
TESD Gonzales Nenita
A QA Seruelas Revision #
SYSTE 02

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 How to Use This Competency – Based Learning Material

Welcome to the competency – based learning material on

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

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

Recognition of prior Learning (RPL)

You may have some knowledge and skills in this particular

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

DIRECTION FOR USE OF THE CBLM

This module was prepared to help you achieve the required

competency: Work in a Team Environment. This will be the
source of information for you to acquire the knowledge and skills
in this particular

Date Developed: Document No.

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

Work through all the information sheets and complete the

activities in each section. Do what is asked in the
INSTRUCTIONAL SHEETS , ACTIVITY SHEETS and complete the
SELF-CHECK. Suggested references are included to supplement
the materials provided in this module.
Most probably, your trainer will also be your supervisor or
manager. He/she is there to support you and show you the
correct way to do things. Ask for help.
Your trainer will tell you about the important things you need
to consider when you are completing activities and it is important
that you listen and take notes.

Talk to more experienced workmates and ask for their guidance.

Use the self-check questions at the end of each section to
test your own progress.
When you are ready, ask your trainer to watch you perform
the activities outlined in the module.
As you work through the activities, ask for written feedback
on your progress. Your trainer gives feedback/pre-assessment
reports for this reason. When you have successfully completed
each element or learning outcome, ask your trainer to mark on
the reports that you are ready for assessment.
When you have completed this module and feel confident
that you have had sufficient practice, your trainer will schedule
you for the institutional assessment. The result of your
assessment/evaluation will be recorded in your COMPETENCY
ACHIEVEMENT RECORD.

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NO UNIT OF MODULE TITLE CODE
COMPETENCIES
1 Participate in Participating
in 5003111
workplace workplace 0
communication communication 5
2 Work in a team Working in a team 5003111
Environment Environment 0
6
3 Practice career Practicing career 5003111
Professionalism Professionalism 0
7
4 Practice Occupational Practicing Occupational 5003111
health and safety health and safety 0
procedures procedures 8

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 WORKING IN A TEAM
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 MODULE CONTENT

MODULES OF

INSTRUCTIONS

UNIT OF COMPETENCY : WORK IN A TEAM

ENVIRONMENT MODULE TITLE : WORKING IN A
TEAM ENVIRONMENT

INTRODUCTION :This module covers the skills,

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

NOMINAL DURATION: 16 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:

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. Development of team work plans based from on
team are contributed.

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 WORKING IN A TEAM
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 PREREQUISITE : None
LEARNING OUTCOME 1

DESCRIBE AND IDENTIFY TEAM ROLE AND

RESPONSIBILITY IN A TEAM

CONTENTS:

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:

The students/trainees must be provided with the following:

Workplace
CD,VCD,tapes
Manuals
Handouts
Info Sheets

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 ASSESSMENT METHODS

Written
Examination
Observation
Simulation
Role Playing

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 LEARNING EXPERIENCES

Learning Outcome 1 - Describe and identify team role

and responsibility in a team.

Learning activities Special Instructions

1. Read Information If you have some problem on

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

2. Answer self-check for Refer your answer to

2.1- answer key 2.1-1
1

3. Read Information If you have some problem on

Sheet 2.1-2 on Team Role the content of the information
sheet don’t hesitate to
approach your facilitator.
If you feel that you are now
knowledgeable on the
content of the information
sheet, you can now answer
self check provided in the
module

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

5. . Read Information Sheet If you have some problem on

2.1- 3 on Role and the content of the information
Responsibilities with team sheet don’t hesitate to
environment 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 Refer your answer to

2.1-3 answer key 2.1-1

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 INFORMATION SHEET. 2.1-1
BUILDING RELATIONSHIP AND TEAM
WORK

Learning Objectives:

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

2. Identify the skills needed for teamwork

What is Team?

A Team is a group of people working together to achieve

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

A smallest team consists of 2 people and the upper limit

can be to the size of the organization. The whole organization can
work as a team if its members develop a common style of
working i.e., constructive and

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

There cannot be a team without a leader who has ultimate

responsibility for deciding the degree to which autonomy of the
team member has to be constrained. He has to exercise his
responsibility in a way that it does not erode the commitment of
the team members. He needs to establish the constraints through
a consultation process of problem solving and negotiations.

Skills needed for teamwork

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.

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 • 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 coworkers, 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 communcation, group meetings and so on.
This will enable team members of the group to work
together and achieve the teams purpose and goals.

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 SELF CHECK 2.1-1

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

1. A teamwork skill which treats others with respect

a. Listening

b. Communication

c. Sharing

d. Respecting

2. Needed for a team to work effectively

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

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 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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 SELF CHECK ANSWER KEY 2.1-1

1. d
2. a

3. d

4. c

5. b

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 INFORMATION SHEET
2.1-2

TEAM ROLES

Learning objective:

1. Describe and identify the different

roles of a team

Meredith Belbin (1993) basing on his research proposed nine

roles that successful teams should have:

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 Coordinator
This person will have a clear view of the team objectives and
will be skilled at inviting the contribution of team members in
achieving these, rather than just pushing his or her own view.
The coordinator (or chairperson) is self disciplined and
applies this discipline to the team. They are confident and
mature, and will summarize the view of the group and will be
prepared to take a decision on the basis of this.
Shaper
The shaper is full of drive to make things happen and get
things going. In doing this they are quite happy to push their
own views forward, do not mind being challenged and are
always ready to challenge others. The shaper looks for the
pattern in discussions and tries to pull things together into
something feasible which the team can then get to work on.
Plan
t This member is the one who is most likely to come out with
original ideas and challenge the traditional way of thinking
about things. Sometimes they become so imaginative and
creative that the team cannot see the relevance of what
they are saying. However, without the plant to scatter the
seeds of new ideas the team will often find it difficult to make
any headway. The plant’s strength is in providing major new
insights and ideas for changes in direction and not in
contributing to the detail of what needs to be done.
Resource investigator

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 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
Completer
stressful or difficult period.
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
Monitor
them.
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
Finisher
picture.
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

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

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

a. Shaper
b. Plant
c. Coordinator
d. Resource investigator

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 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.Implement
er d.shaper

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 SELF CHECK ASWER KEY 2.1-2

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

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 INFORMATION SHEET # 2.1-3
Team Roles and Responsibilities

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

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

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 others may assist in sharpening or further development of certain
details or concepts. It is expected that you will discuss your
individual efforts with other members of the team. You may also
discuss the problem with class members from other teams, but
not to the exclusion of the members of your own team.

Team members don't have specific responsibilities,

but their participation is critical to the team's
success. Team members must agree to:
• Be enthusiastic and committed to the team's purpose.
• Be honest and keep any confidential information behind
closed doors.
• Share responsibility to rotate through other team
roles like facilitator, recorder, and timekeeper.
• Share knowledge and expertise and not withhold information.
• Ask questions, even seemingly "dumb" ones. Often the
new perspective of "inexperienced" team members can
provide insight.
• Fulfill duties in between meetings.
• Respect the opinions and positions of others on the team,
even if the person has an opposing view or different
opinion.

Individual Group Control

Responsibilities or
Override

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 1. Decide who
Executi 1. Defines the team's should be invited
ve Charter approved to subsequent
Sponsor by a Strategy meetings.
Council which
controls/supports 2. Request specific
cross-functional meetings which
teams. Sponsor should
2. Recruits the attend or not
team's attend.
Coordinator.
3. Recommends
potential members
for the team.
4. Requests budget of
time from managers
of potential team
members.
5. Decides who should
be invited to the
initial/kick-off meeting.
6. Introduces team
members to each
other.
7. Explains to the team
the need for their
contributions and how
their work fits within
the organization as a
whole.
8. Reports the progress
of the team to a
Strategy Council.
9. Resolves conflicts
the team has with
other groups.

10. Clarify
whether different
people carry
different "weight"
in discussions and
decisions.
1. Agree on how
Coordinat 1. Recruits members much time to
or to join the team. spend on each
/ 2. Greets team topic.
Chairperso members as they
n arrive.

/Leader

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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
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.
1. Agree on specific
Facilitator 1. Interrupts the meetings which
meeting to remind Facilitator should
the group about a attend or not
process concern. attend.
2. Evaluates norms
and methods used
during the
meeting.

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 3. Between meetings,
coaches individual
team

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members.
4. Mediates conflict
among individuals
within the group.

5. Collects and
summarizes
anonymous
questionaires
and ballots.
1. Define what
Team 1. Notify Coordinator precautions are
Members about not being able needed to
to attend a meeting. maintain an
2. Bring individual appropriate level
calendars/schedules of confidentiality.
, distributions
2. Define rules for
received, and
members to follow.
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.
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 9. Clarify concerns
before identifying
solution options.
10. Focus
on creatively
addressing

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interests rather than

selling specific
options/positions.
11. Clean up
the room (align
chairs, discard trash,
etc.) before leaving.
12. Respect
requests for
confidentiality.
13.
Complete
assignments
between meetings.

14. Brief
members who are
absent.
1. Stop presentation
Timekeep 1. Brings a timer to "Call the
er to meetings. Question" -- take a
2. room are calibrated vote whether to
to a common continue.
standard Ensures that
clocks in the meeting.
3. Before the
meeting starts,
announces "x
minutes before
the meeting".
4. Says "the meeting
has started" at the
appointed start of
the meeting.
5. If the meeting has
not started, says
"the meeting
started x minutes
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 ago" every 5
minutes.
6. Communicates to
presenters how
much time is
remaining (e.g., 10
minutes, 5 minutes,
2 minutes, 1 minute,
30

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seconds).

7. Interrupts group with

a "Point of Order" to
announce end of
time.
1. Agree on whether
Scribe 1. Brings large format items should be
papers and dry- written down or
erase pens to not.
meetings.
2. Puts title and date The term
on each sheet of Minutes of a
paper produced by meeting
the team. orginates from
3. Legibly writes what the Latin
the group verbalizes minutus,
onto flip-chart paper meaning “small”,
or white-board. because they are
4. Posts flip-chart paper meant to be short
or white-board. and quick.
5. Ensures that charts
match Notes taken
by Note taker.

6. Gives charts to
Note taker.
1. Agree on
Note taker 1. Brings blank note whether notes
paper and writing need to be
instruments to typed up.
meetings. 2. Review notes for
2. Takes legible notes mistakes/omission
during team s.
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 meetings.
3. Agree on whether
3. If necessary, types specific entries
up notes. should be in or out
of the notes.
-
Librarian 1. Brings team's
Archive Binder(s)
to meetings (or
arranges someone
else to bring
it/them).

2. Looks up and reads

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information from
archives during team
meetings.
1. Sends invitations 1. Agree on who
Publisher to those invited should be invited
to the meeting. to the meeting.
2. Makes copies for 2. Agree on who is
team before, during, on the team's
and after meetings. Distribution
3. Maintains the team's List.
Distribution List. 3. Approve who
4. Procures/ receives the
Provides binders team's
and binds Distribution
papers as List.
needed.
5. Provides copies of 4. Agree on binding
the team's and distribution
Distribution List. methods and
6. Ensures that styles.
recipients actually
received
publications.
7. Brings enough extra
copies to team
meetings.
1. Agree on what
Technician 1. Brings extra bulbs the desired
/Facilities and other supplies environmental
Manager to the meeting. conditions.
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 2. Makes sure
equipment operates
properly x minutes
before the start of the
meeting.
3. Monitors
environmental
conditions (heat,
etc.).
4. Adjusts thermostats
as needed or as
anticipated.
1. Bring presentation 1. Approve the
Presenter materials (overhead objectives of
(s) foils, flip charts, etc.) the
presentation.

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 2. Make sure equipment 2. Ask questions
operates properly x only when
minutes before the appropriate.
start of the meeting.
3. If new, provide 3. Provide feedback
Coordinator with
a statement of
introduction.
4. Request adjustments
to lighting, sound
levels, etc.
5. Organize
information
logically -- in
chunks.
6. Make transitions of
topic logically easy to
follow.
7. Define what
important/specialized
words mean.
8. Provide concrete
examples

10 Provide
. back-up
written
to verbally
presented
information.

SELF CHECK 2.1-3

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

1. Monitors environmental conditions

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

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 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

1.c

2. a

3. b

4. a

5. d

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 LEARNING OUTCOME 2 -DESCRIBE WORK AS TEAM
MEMBER

1 CONTENTS :
- Communication process
- Team structure/team roles
- Group planning and decision making

ASSESSMENT CRITERIA :

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 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 on
team are contributed.

CONDITIONS :

The students/ trainees must be provided with the following:

Learning guides
Transparencies

CD’s

METHODOLOGIES:

Group Discussion/ Interaction

Simulation
Demonstration

ASSESSMENT METHODS:

Observation of work activities

Observation through simulation or role play

LEARNING EXPERIENCES

Learning Outcome 2- DESCRIBE WORK AS TEAM

MEMBER

Learning activities Special Instructions

1. Read Information Sheet If you have some problem on

2.2-1 on Communication the content of the information
Process sheet don’t hesitate to
approach your

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 If you feel that you are now
knowledgeable on the
content of the information
sheet, you can now answer
self check provided in the
module

2. Answer self-check for Refer your answer to

2.2- answer key 2.2-1
1

3. Read Information If you have some problem on

Sheet 2.2-2 on Team the content of the information
Structure/Team Roles sheet don’t hesitate to
approach your facilitator.
If you feel that you are now
knowledgeable on the
content of the information
sheet, you can now answer
self check provided in the
module

4. Answer self-check for Refer your answer to

2.2-2 answer key 2.2-2

5. . Read Information Sheet If you have some problem on

2.2- 3 on Role and the content of the information
Responsibilities with team sheet don’t hesitate to
environment 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

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 6. Answer self-check for Refer your answer to
2.2-3 answer key 2.2-3

INFORMATION SHEET #

2.2-1 COMMUNICATION

PROCESS

Learning objectives:

1. Be more aware of the importance of

communication in a team

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 2. Apply the importance of good communication

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.

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 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.

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Don't Blame Others
People in your group lose respect for you if you're constantly
blaming others for not meeting deadlines. You're not fooling
anyone, people know who isn't pulling his weight in a group.
Pointing the finger will only make you look cowardly. Group
members understand if you have a heavy workload and weren't
able to meet a deadline. Saying something like, "I'm really sorry,
but I'll get it to you by the end of today." will earn you a lot more
respect than trying to make it seem like it's everyone else's fault
that you missed your deadline.

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

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 made. If you're unclear about something that's been said, ask for
more information to clear up any confusion before moving on.
Effective communication is a vital part of any team, so the value
of good listening skills shouldn't be underestimated.

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

SELF CHECK 2.2-1

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

1. If you're unclear about something that's been said, ask

for more information to clear up any confusion before
moving on

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 2. Effective communication is an essential
component of organizational success.
3. If a teammate suggest something, do not consider it.
4. You have to brag to let people know that you have
done a good job
5. Communication is the ability to share
information with people.

ANSWER KEY 2.2-1

1. Tru
e
2.Tru
e
3. False

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 4. False
5. True

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INFORMATION SHEET 2.2-

2 TEAM STRUCTURE/TEAM

ROLES

Learning objectives:

1. Use high interaction among members of the team to

increase trust and openness.

2. Able to apply inter personal skills

Team and Individual

In a team, individual members tend to be highly aware of their

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

The team and the individual members are dependent on each

other. Their relationships play a vital role in the success of the
team. As the individual member grows and matures, so does the
team.

To perform effectively a team requires three different

types of skills:

➢ It needs people with technical expertise.

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

No team can achieve its performance – potential without

developing all three types of skills. The mix is crucial. Too much
of one at the expense

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 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
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.

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Inter-group Development

Inter-group development seeks to change the attitudes,

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

Although there are several approaches for improving inter-group

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

Are the groups’ goals at odds? Were perceptions distorted? On

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

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 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.

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

Compromising role. One member gives up something for

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

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 SELF CHECK 2.2-2

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

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

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 d.Compromising role

INFORMATION SHEET 2.2-3

GROUP PLANNING AND DECISION MAKING

Learning objectives:

1. Identify the different types of group decision making

2. Learn the procedures in effective discussion

For effective group discussion, you

must follow some procedures:

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

Types of Group Decision-making

Abstract- Many managers like to believe that they are

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

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

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 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

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the group members are interviewed later, however, it sometimes
is discovered that an actual majority was against a given idea,
but that each one hesitated to speak up because she thought that
all the other silent ones were for it. They too were trapped by
"silence means consent."

Finally, a common form of minority rule is for two or more

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

Decision by Majority Rule (Voting and Polling)

More familiar decision-making procedures are often taken for

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

On the surface, this method seems completely sound, but

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

First, the minority members often feel there was an insufficient

period of discussion for them to really get their point of view
across; hence they feel misunderstood and sometimes resentful.

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

In other words, voting creates coalitions, and the preoccupation of

the losing coalition is not how to implement what the majority
wants, but how to win the next battle. If voting is to be used, the
group must be sure that

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 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.

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.

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 "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 or solutions. The best way to get this commitment is to
include those involved and affected by the problem in determining
solutions.

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 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

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 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 discussion and help focus the group toward the
solution (or solutions) that will most likely work.

At this point, it becomes necessary to look for and discuss the

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

6. Plan for Implementation. This requires looking at the

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

Not to be forgotten when developing the implementation plan:

Who needs to be informed of this action?

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

8. The Action Plan. Plans are only intellectual exercises unless

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

9. Provide for Evaluation And Accountability. After the

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

If they have not accomplished their assignments, it is possible that

they ran into trouble that must be considered. Or it may be that
they simply need to 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?

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 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.

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 SELF CHECK 2.2-3

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

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 ANSWER KEY 2.2-3

1. "Own" the problem as yours

2. Clarify the Problem.

3. Analyze the Cause.

4. Solicit Alternative Solutions To the Problem

5. Selecting One or More Alternatives for Action

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 INSTRUMENT FOR
INSTITUTIONAL
ASSESSMENT

EVIDENCE PLAN

Qualification Title
Unit of Competency
Ways in which evidence will
be collected

Demonstratio
Question/

Written

report
Third
party
The evidence must show that the candidate…✓ n
• Identified role and objectives of the team
• Identified team parameters,relationships and responsibilities

• Identified individual role and responsibilities within team

environment
• Recognized and identified roles and responsibilities of other
team members
• Identified reporting relationships within team and external
team
Achieved appropriate forms of communications and
interactions
Made appropriate contributions to complement team
activities
Followed reporting using standard operating procedures

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Contributed development of team work plans

COMPETENCY ASSESSMENT RESULTS SUMMARY

Candidate’s Name:
Assessor’s Name:
Qualification:
Date of Assessment:
Assessment Center:
The performance of the candidate in the following
Not
assessment methods – Work in a Team Environment Satisfactory
Satisfactory
[Pls. check (✓) appropriate box]

A. Demonstration with Oral Questioning

B. Written Exam

Did the candidate's overall performance meet the required

evidences/ standards?

OVERALL EVALUATION COMPETENT NOT YET COMPETENT

Recommendation
For re-assessment.
For submission of document. Pls. specify (Portfolio Document)
For issuance of COC

Document No.

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General Comments [Strengths / Improvements needed]

Candidate’s signature:
Date:

Assessor’s signature: Date:

Recommendation
For re-assessment.
For submission of document. Pls. specify (Portfolio Document)
For issuance of COC

General Comments [Strengths / Improvements needed]

Candidate’s signature:
Date:

Assessor’s signature: Date:

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 Date Developed: Document No.
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 WRITTEN TEST

INSTITUTIONAL EVALUATION

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

statement is incorrect.

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

1. True
2. True
3. False
4. True
5. False
6. False
7. True
8. True
9. Fals
e
10.Tru
e

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