CBLM

ON
BASIC COMPETENCIES
(WORK IN A TEAM ENVIRONMENT)

Document No:
Areza Town Date Developed:
CBLM on BASIC MAY 2014
Center Issued by:
COMPETENCY Date Revised:
ADMC Compound School Director
Canlalay, Binan WORK IN A TEAM AUGUST 15,2017 AGC - TSD Page 1 of
City, Laguna ENVIRONMENT Revised by:
Developed by: 37
Florence C. Alberto Toledo
Juani
HOW TO USE THIS COMPETENCY-BASED LEARNING MATERIALS
Welcome!
The unit of Competency, “Work in a team environment”
This learning material in “Working in a team environment”
is designed to guide you in learning at your own pace. To start with, talk with your trainer and
agree on how you will both organize the training for this module. Most probably your trainer will
also be your supervisor or manager. He/she is there to support you and guide you the correct
way to do things. From time to time you will be required to practice and demonstrate the skills
that you’ve learned from this module and you will be requiring some assistance from your trainer
(as instructed in the learning material).To proceed with the learning session you just have go
through the Learning Activity Sheet where in you will follow series of learning instructions
towards attaining the learning outcome. This procedure should be repeatedly done until you
have completed all the learning elements in this Competency-Based Learning Module or until
such time that you are ready to take the final assessment for this module. You may skip some
learning activities if you can demonstrate that you are competent enough on the said
task/s.
At the end part of this module is a Learner’s Diary. Use this diary to
record important dates, jobs undertaken and other workplace events that
may provide further details to your trainer or assessor. A Record of
Achievement will be provided to you by your trainer for you to accomplish
once you complete the module. Upon completion of this module, study the
evidence plan at the end of the last learning element of this module then
ask your instructor to assess you. You will be given a certificate of
completion as proof that you met the standard requirements (knowledge,
skills and attitude) for this module. The assessment could be made in
different methods, as prescribed in the competency standards. If you
have questions, don’t hesitate to ask your instructors for assistance.
Your instructor will always be available to assist you during the training.
Recognition of Prior Learning (RPL)
You may already have some or most of the knowledge and skills covered in this
Module because you have:
 been working for some time
 already completed training in this
area.
If you can demonstrate to your trainer that you are competent in particular
skill, talk to him/her about having them formally recognized so you would
not have to undergo the same training again. If you have a qualification or
Certificate of Competency from previous trainings, show it to your trainer.
If the skills you acquired are still current and relevant to this module, they
may become part of the evidence you can present for RPL. If you are not
Document No:
Areza Town Date Developed:
CBLM on BASIC MAY 2014
Center Issued by:
COMPETENCY Date Revised:
ADMC Compound School Director
Canlalay, Binan WORK IN A TEAM AUGUST 15,2017 AGC - TSD Page 2 of
City, Laguna ENVIRONMENT Revised by:
Developed by: 37
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Juani
 sure about the level of your skills, discuss this with your trainer.

MODULE CONTENT

Basic Competency : TEAM WORK

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

Module Descriptor: This module covers the knowledge, skill and attitudes required to
relate in a work based environment.

Nominal Duration: 4 hours

SUMMARY OF LEARNING OUTCOMES:

LO1. Describe and identify team roles and responsibility in a team.
LO2. Describe work as team member.

Document No:
Areza Town Date Developed:
CBLM on BASIC MAY 2014
Center Issued by:
COMPETENCY Date Revised:
ADMC Compound School Director
Canlalay, Binan WORK IN A TEAM AUGUST 15,2017 AGC - TSD Page 3 of
City, Laguna ENVIRONMENT Revised by:
Developed by: 37
Florence C. Alberto Toledo
Juani
LEARNING OUTCOME # 1 Describe and identify team role and
responsibility in a team

CONTENTS:
1. Team role
2. Relationship and responsibilities
3. Roles and responsibilities with team environment.
4. Relationship within a team.
ASSESSMENT CRITERIA:
Role and objective of the team is identified.
Team parameters, relationships and responsibilities are identified.
Individual roles and responsibilities within team environment are identified.
Roles and responsibilities of other team members are identified and recognized.
Reporting relationship within team and external to team are identified.
CONDITION:
Students and Trainees must be provided with the following:

 Standard operating procedure (SOP) of workplace

 Job procedures
 Client/supplier interaction
 Quality standards
 Organizational or external personnel
ASSESSMENT METHOD:

 Observation
 Simulation
 Role playing

Document No:
Areza Town Date Developed:
CBLM on BASIC MAY 2014
Center Issued by:
COMPETENCY Date Revised:
ADMC Compound School Director
Canlalay, Binan WORK IN A TEAM AUGUST 15,2017 AGC - TSD Page 4 of
City, Laguna ENVIRONMENT Revised by:
Developed by: 37
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Juani
LEARNING OUTCOME 1

Describe an identify team role and responsibility

Learning Activities Special Instructions

Read and Understand the information

sheet and check yourself by answering
1. Read Information Sheet 2.1-1 on Team role the self-check.

Compare your Answer to the Answer

2. Answer Self-check 2.1-1. On Team role
keys.2.1-1

Read and Understand the information

sheet and check yourself by answering
3. Read Information Sheet 2.1-2 on Relationship the self-check.
and responsibilities with team environment

Compare your Answer to the Answer

Answer Self-check 2.1-2. On Relationship and keys.2.1-2
responsibilities with team environment

4. Read Information Sheet 2.1-3 on Role and Read and Understand the information
Responsibilities with team environment sheet and check yourself by answering
the self-check.

5. Answer Self-check 2.1-3. On Relationship and Compare your Answer to the Answer
responsibilities with team environment keys.2.1-3

Document No:
Areza Town Date Developed:
CBLM on BASIC MAY 2014
Center Issued by:
COMPETENCY Date Revised:
ADMC Compound School Director
Canlalay, Binan WORK IN A TEAM AUGUST 15,2017 AGC - TSD Page 5 of
City, Laguna ENVIRONMENT Revised by:
Developed by: 37
Florence C. Alberto Toledo
Juani
6. Answer Self-check 2.1-4. On Relationship within Compare your Answer to the Answer
a team keys.2.1-4

INFORMATION SHEET 2.1-1

TEAM ROLE
INTRODUCTION
“A team is not a bunch of people with job titles, but a congregation of individuals,
each of whom has a role which is understood by other members. Members of a
team seek out certain roles and they perform most effectively in the ones that are
most natural to them.” - Dr. R. M. Belbin

Belbin Team Roles are used to identify people's behavioural strengths and
weaknesses in the workplace. This information can be used to:

 Build productive working relationships

 Select and develop high-performing teams
 Raise self-awareness and personal effectiveness
 Build mutual trust and understanding
 Aid recruitment processes

Team Role DEFINITION

By identifying our Team Roles, we can ensure that we use our strengths to

advantage and that we manage our weaknesses as best we can. Sometimes,
this means being aware of the pitfalls and making an effort to avoid them.

Document No:
Areza Town Date Developed:
CBLM on BASIC MAY 2014
Center Issued by:
COMPETENCY Date Revised:
ADMC Compound School Director
Canlalay, Binan WORK IN A TEAM AUGUST 15,2017 AGC - TSD Page 6 of
City, Laguna ENVIRONMENT Revised by:
Developed by: 37
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Juani
 During his research, Meredith found that each of the behaviors were essential in
getting the team successfully from start to finish. The key was balance. For
example, Meredith Belbin found that a team with no Plants struggled to come up
with the initial spark of an idea with which to push forward. However, once too
many Plants were in the team, bad ideas concealed good ones and non-starters
were given too much airtime. Similarly, with no Shaper, the team ambled along
without drive and direction, missing deadlines. With too many Shapers, in-fighting
began and morale was lowered.

INFORMATION SHEET 2.1-1

TEAM ROLE

Strengths and ALLOWABLE weaknesses

As well as the strength or contribution they provide, each Team Role also has an
associated allowable weakness: a flipside of the behavioural characteristics, which
is allowable in the team because of the strength which goes with it.

For example:

 Plans could be unorthodox or forgetful

 Resource Investigators might forget to follow up on a lead
 Monitor Evaluators could be overly critical and slow moving
 Co-ordinators might over delegate leaving themselves little work to do
 Implementers might be slow to relinquish their plans in favour of positive
changes
 Completer Finishers could be accused of taking their perfectionism to the
extremes
 Team workers might become indecisive when unpopular decisions need to
be made
 Shapers could risk becoming aggressive and bad-humoured in their
attempts to get things done
 Specialist may have a tendency to focus narrowly on their own subject of
choice.
Document No:
Areza Town Date Developed:
CBLM on BASIC MAY 2014
Center Issued by:
COMPETENCY Date Revised:
ADMC Compound School Director
Canlalay, Binan WORK IN A TEAM AUGUST 15,2017 AGC - TSD Page 7 of
City, Laguna ENVIRONMENT Revised by:
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Juani
Team role functions
1. PLANNERS -Plans are creative, unorthodox and generators of ideas. If an
innovative solution to a problem is needed, a Planner is a good person to ask.
A good Plant will be bright and free-thinking. Planner can tend to ignore
incidentals and refrain from getting bogged down in detail. The Plans bears a
strong resemblance to the popular caricature of the absent-minded
professor/inventor, and often has a hard time communicating ideas to others.
Multiple Plans in a team can lead to misunderstandings, as many ideas are
generated without sufficient discernment or the impetus to follow the ideas
through to action. Plants can also create problems with the timing of their
ideas. The fact that the team has decided on a valid way forward and is now in
the implementation stage will not stop the Plant from coming up with new
solutions and disrupting the implementation process.

2. RESOURCE INVESTIGATOR-Gives a team a rush of enthusiasm at the start

of the project by vigorously pursuing contacts and opportunities. He or she is
focused outside the team, and has a finger firmly on the pulse of the outside
world. Where a Plans creates new ideas, a Resource Investigator will quite
happily appropriate them from other companies or people. A good Resource
Investigator is a maker of possibilities and an excellent networker, but has a
tendency to lose momentum towards the end of a project and to forget small
details.

3. CO-ORDINATOR - likely candidate for the chairperson of a team, since they

have a talent for stepping back to see the big picture. Co-coordinators are
confident, stable and mature and because they recognize abilities in others,
they are very good at delegating tasks to the right person for the job. The
coordinator clarifies decisions, helping everyone else focus on their tasks. Co-
ordinates are sometimes perceived to be manipulative and will tend to
delegate all work, leaving nothing but the delegating for them to do.

4. SHAPER - a task-focused individual who pursues objectives with vigor and

who is driven by tremendous energy and the need to achieve - for the Shaper,
winning is the name of the game. The Shaper provides the necessary drive to
ensure that the team is kept moving and does not lose focus or momentum.

Document No:
Areza Town Date Developed:
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City, Laguna ENVIRONMENT Revised by:
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Juani
5. MONITOR EVALUATOR- fair and logical observers and judges of what is
going on in the team. Since they are good at detaching themselves from bias,
they are often the ones to see all available options with the greatest clarity and
impartiality. They take a broad view when problem-solving, and by moving
slowly and analytically, will almost always come to the right decision. However,
they can become very critical, damping enthusiasm for anything without logical
grounds, and they have a hard time inspiring themselves or others to be
passionate about their work.

6. TEAMWORKER- Takes their colleagues' suggestions and ideas and turns

them into positive action. They are efficient and self-disciplined, and can
always be relied on to deliver on time. They are motivated by their loyalty to
the team or company, which means that they will often take on jobs everyone
else avoids or dislikes. However, they may be seen as closed-minded and
inflexible since they will often have difficulty deviating from their own well-
thought-out plans, especially if such a deviation compromises efficiency or
threatens well-established practices.

7. FINISHER - a perfectionist and will often go the extra mile to make sure
everything is "just right," and the things he or she delivers can be trusted to
have been double-checked and then checked again. The Completer Finisher
has a strong inward sense of the need for accuracy, and sets his or her own
high standards rather than working on the encouragement of others. They may
frustrate their teammates by worrying excessively about minor details and by
refusing to delegate tasks that they do not trust anyone else to perform.

8. SPECIALIST - passionate about learning in their own particular field. As a

result, they are likely to be a fountain of knowledge and will enjoy imparting
this knowledge to others. They also strive to improve and build upon their
expertise. If there is anything they do not know the answer to, they will happily
go and find out. Specialists bring a high level of concentration, ability, and skill
in their discipline to the team, but can only contribute on that specialism and
will tend to be uninterested in anything which lies outside its narrow confines.

Document No:
Areza Town Date Developed:
CBLM on BASIC MAY 2014
Center Issued by:
COMPETENCY Date Revised:
ADMC Compound School Director
Canlalay, Binan WORK IN A TEAM AUGUST 15,2017 AGC - TSD Page 9 of
City, Laguna ENVIRONMENT Revised by:
Developed by: 37
Florence C. Alberto Toledo
Juani
 Self-Check 2.1-1
TEAM ROLE

Identification: fill in the blank.

________1. It used to identify people’s behavioral strength and weaknesses in
the work place.
________2. Could be accused of taking their perfectionism to the extremes.
________3. Might become indecisive when unpopular decisions need to be
made.
________4. Might forget to follow up on lead.
________5. Might be slow to relinquish their plans in favour of positive
changes

Document No:
Areza Town Date Developed:
CBLM on BASIC MAY 2014
Center Issued by:
COMPETENCY Date Revised:
ADMC Compound School Director
Canlalay, Binan WORK IN A TEAM AUGUST 15,2017 AGC - TSD Page 10
City, Laguna ENVIRONMENT Revised by:
Developed by: of 37
Florence C. Alberto Toledo
Juani
 Answer key 2.1-1
TEAM ROLE
1. Belbin team Roles
2. Completer Finisher
3. Team Work
4. Resources investigator
5. Implementer

Document No:
Areza Town Date Developed:
CBLM on BASIC MAY 2014
Center Issued by:
COMPETENCY Date Revised:
ADMC Compound School Director
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 INFORMATION SHEET 2.1-2

RELATIONSHIP AND
RESPONSIBILITIES
Introduction
How important relationship in team?
You probably don’t consider your
relationship as being a team. When you
think of the word “team” what comes to
mind are likely sports teams. However,
when you and your partner come together
in your relationship a team is exactly what
you are. For this reason, it is important to
understand the dynamics of a relationship
team in order to strengthen your bond with
one another.

A couple working together as a team is a

lot like two people beginning a business.
At the start of a business the two people
are excited about what they are building and have a vision for the future. They’re each
aware of their talents, values and desires as well as the talents etc. of their partner.
Plans are made with an expectation of responsibility and follow through. Each partner is
aware that there will be difficulties and obstacles and that adjustments will need to be
made along the way. A business cannot be successful if there is not a built in
requirement for ongoing communication.

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While it may be a bit of a stretch to compare a relationship with a business venture it is
true that when couples consider their relationship in terms similar to those used in
business there is a stronger foundation. Ultimately this leads to smoother sailing when
difficulties arise.

Fostering teamwork creates a relationship that values collaboration. Teamwork is the

ability to work together toward a common vision. In a teamwork environment, couples
understand and believe that thinking, planning, making decisions and taking actions are
better when done cooperatively. A couple operating as a team will direct individual
accomplishments toward the objectives that nurture and allow the relationship to
flourish.

INFORMATION SHEET 2.1-2

RELATIONSHIP AND RESPONSIBILITIES

Characteristics of a Successful and Healthy Relationship Team:

 Trust is a solid foundation of the relationship

 Productive conflict is acknowledged as a natural part of the relationship
 A Commitment is made to the relationship
 Each partner’s values are aligned with the goals of the relationship
 Visions, goals and outcomes are clearly defined
 Each partner is accountable for their actions in the relationship
 Mistakes are readily admitted
 Mutual respect is shown
 Each partner is given the benefit of the doubt
 Help or assistance is asked for and graciously given
 Each partner asks for what they need and want
 Partners rely on each other’s strengths
 Apologies are offered and accepted when necessary
 Interactions are lively, engaging, and loving
 Potential problems are identified quickly and a resolution that is acceptable to
both partners is sought

Document No:
Areza Town Date Developed:
CBLM on BASIC MAY 2014
Center Issued by:
COMPETENCY Date Revised:
ADMC Compound School Director
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City, Laguna ENVIRONMENT Revised by:
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  Effective communication skills are used to negotiate agreements and make
decisions
 A safe environment is created in which each partner feels willing to be vulnerable
 Partners are open to resolving conflict
 Each partner listens to what the other is saying
 Effective and clarifying questions are asked when something is not understood
 Each partner has integrity - being true to their word and doing what they say they
are going to do
Working together as a team will help you and your partner to begin to build the kind of
relationship that is important to each of you. Good teamwork allows you to dismantle the
distance that may have grown between the two of you and find your way back to each

INFORMATION SHEET 2.1-2

RELATIONSHIP AND RESPONSIBILITIES

other. Problems that seem insurmountable appear smaller when you are working in
tandem with someone to solve them. Using effective communication and negotiation
skills will allow you to come together to create a team that helps you attain the
extraordinary results that your relationship deserves.

Responsibilities

A duty or obligation to satisfactorily perform or complete a task (assigned by someone,

or created by one's own promise or circumstances) that one must fulfill, and which has a
consequent penalty for failure.

How to Become Responsible

The main point of responsibility is to be able to be trusted and be reliable to other
people. "You cannot escape the responsibility of tomorrow by evading it today."
~Abraham Lincoln

1. Listen to your superiors. These could be parents, teachers, your boss, or

someone who knows best for you. (And someone you're forcefully supposed to
listen to. This is hard no doubt, but it will get parents and teachers off your back if
they know they can trust you!
2. Don't nose around in other people’s business. Also if you do, be careful what
you do with the new knowledge you may have of someone. Listen to your
conscience. Usually it'll tell you to keep it to yourself.
Document No:
Areza Town Date Developed:
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Center Issued by:
COMPETENCY Date Revised:
ADMC Compound School Director
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3. Don't talk back to superiors. Swear at them in your head but put on a pleasant
face. Do what they ask with a pleasant countenance so you could get out of there
or so they won't bug you about it again. If you're in a bad mood or mad at
someone, it can be extremely tempting to argue and snap at innocent people.
Just keep to yourself, and if you're crabby, mope to yourself. It's fine! Nobody is
happy all the time. However, if you hear, "You're putting down everyone's mood,"
than just move. But if you actually object, then you literally will be putting other
people down.
4. Stop making excuses. Have you ever heard the saying, "What goes around
comes around"? You can avoid taking responsibility for your actions, but when it
comes back to bite you, there's no dodging it that time. Anyways, think of the
consequences! It may give you more time for yourself by evading your
homework, or your chores, trying to post-pone something your boss has
requested of you but remember, your time will be taken AWAY if you get in
trouble. I'm sure your superiors have limitations, boundaries and rules that you
feel are unfair to you.
5. Be honest. "If you tell the truth, you don't have to remember anything at all."
Have you heard that quote? If you lie, when somebody asks questions about it
you have
INFORMATION SHEET 2.1-2
RELATIONSHIP AND RESPONSIBILITIES

to make up more lies, which can become a whole time line! It can become very
hard to remember all

your past lies. Although this makes the quote true, the quote isn't 100% true. If
you tell the truth, you're still obviously going to have to think back to things.
6. Know your place. Don't try to step up and take charge if you shouldn't. Listen to
your conscience. Do what you know is right, but if you have another opinion,
suggest it. People should be open to new ideas. For example, if you're a student,
don't try to back talk to your teacher, but say you think differently and explain
why. If you're at work and you disagree with something your boss said, you could
say something about it but of course you don't want to lose your job or have your
boss get mad at you. If you act reasonable though, hopefully someone will notice
it!
7. Remember, it's okay to question someone's authority. But you have to be
prepared for the consequences. Anyway, it's better to just do what they say and
then get some you time or just hang out with a friend. But if someone thinks they
have authority, and they're telling you what to do, you don't have to do it! They're
not the boss of you and it's a free country. This is counter intuitive but this applies
to someone who doesn't really have power over you.

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COMPETENCY Date Revised:
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Juani
 8. When asked to do something, try to do it in a timely manner. It may not be
your first choice, but it shows people that you're reliable. Also, they will continue
to trust you (if you have it already) and it will avoid conflicts.
9. If you have a lot of stuff to do, space it out or just get it over with in one go.
When you're given a task you have to do which has a deadline and it's important,
do it in a timely manor.
10. Make sure you gain other people's trust and stay trustworthy. Here's one
example - If you're asked to keep a secret, keep it! Take it to your grave. If you're
asked something, tell the truth! However, lies are occasionally fine. If it's to make
your friend feel good about herself, then okay. If it's something that they would
actually want to know and would be upset not knowing, then tell them. But I know
not everybody can do this. Actually, nobody can do it all the time. Anyways, the
point is, try your hardest to stick to the truth, do something you're asked, or fulfill
a request. If you mess up, it's not the end of the world and life will go on. Nobody
is perfect, and as long as you try, that's what counts.
11. Lastly, always listen to yourself. Usually you know what's best for yourself and
sometimes people who have "authority" don't.

Self-Check 2.1-2
RELATIONSHIP AND RESPONSIBILITIES

Enumeration:

A. Give atleast (10) ten Characteristics of a Successful and Healthy Relationship

Team 1-10
B. Give atleast (5) five How to Become Responsible

Document No:
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COMPETENCY Date Revised:
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 Answer Key 2.1-2
RELATIONSHIP AND RESPONSIBILITIES
Enumeration:
A.

1. Trust is a solid foundation of the relationship

2. Productive conflict is acknowledged as a natural part of the relationship

3. A Commitment is made to the relationship.

4. Each partner’s values are aligned with the goals of the relationship

5. Visions, goals and outcomes are clearly defined

6. Each partner is accountable for their actions in the relationship
7. Mistakes are readily admitted
8. Mutual respect is shown
9. Each partner is given the benefit of the doubt
10. Help or assistance is asked for and graciously given
11. Each partner asks for what they need and want
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COMPETENCY Date Revised:
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12. Partners rely on each other’s strengths
13. Apologies are offered and accepted when necessary
14. Interactions are lively, engaging, and loving
15. Potential problems are identified quickly and a resolution that is acceptable to
both partners is sought
16. Effective communication skills are used to negotiate agreements and make
decisions
17. A safe environment is created in which each partner feels willing to be vulnerable
18. Partners are open to resolving conflict
19. Each partner listens to what the other is saying
20. Effective and clarifying questions are asked when something is not understood
21. Each partner has integrity - being true to their word and doing what they say they
are going to do.

Answer Key 2.1-2

RELATIONSHIP AND RESPONSIBILITIES

B.

1. Listen to your superiors

2. Don't nose around in other people’s business

3. Don't talk back to superiors

4. Stop making excuses

5. Be honest

6. Know your place

7. Remember, it's okay to question someone's authority

8. When asked to do something, try to do it in a timely manner

9. If you have a lot of stuff to do, space it out or just get it over with in one go

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COMPETENCY Date Revised:
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10. Make sure you gain other people's trust and stay trustworthy

11. Lastly, always listen to yourself. 

INFORMATION SHEET 2.1-3

ROLE AND RESPONSIBILITIES

WITH TEAM ENVIRONMENT
INTRODUCTION

A team environment is any

setting that requires 2 or more people
to work together toward the
accomplishment of a task. Whatever
role you prefer to fill, whether alone or
with others, it is likely that you will
occasionally encounter situations that
call for team work. Building team work
skills takes some consideration and
effort, but it is possible to learn how to successfully contribute to team tasks as a
team member.

7 Important guidelines on how to work WELL in a team environment.

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1. Avoid trying to be the team leader. Remember that everyone on your team has
a role. Being part of a team environment means recognizing your role, as well as
understanding the value of everyone else's roles, so you may all integrate your
roles for the purpose of accomplishing the team goal. Common roles include:

 The technician is the person who assumes thorough knowledgeable about the
task and process, and is a good source of useful information and practical
guidance.
 The innovator is the creative person on the team, and is good at conceptualizing
new ideas, as well as out-of-the-box problem solving.
 The motivator is the team player who keeps everyone on task by way of a
positive attitude and an openness to whatever it takes to get the job done.

INFORMATION SHEET 2.1-3

ROLE AND RESPONSIBILITIES WITH TEAM ENVIRONMENT

2. Take turns. It is important that everyone on the team is heard. In order to be a team
player, you must respect that all team members, as well as what they have to say, are
equally important. When someone else is speaking, wait your turn and, conversely,
when you are speaking, look for acknowledgments from your team members that what
you are saying is understood.
3. Use "we" language. Building team-work skills
involves learning non-confrontational
approaches to communication. You may do this
by substituting "we" for "you" and "I" in your
statements. For example, you may rephrase the
confrontational phrase, "you were supposed to
figure that out," in a way that is non-
confrontational by saying something more like,
"we need to resolve this issue."
4. Contribute positive feedback. Boosting and
maintaining a positive morale in the team
environment is the responsibility of every team
member. Foster this practice by encouraging your team members, approaching
projects with a positive, can-do mindset and inspiring others with your attitude.

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 5. Take time to get to know each of your team mates. Remember that no 2
people are alike, and that each team player has strengths, weaknesses, likes
and dislikes. Knowing what makes your teammates tick is necessary to
developing strong and productive working relationships, and to learning how to
complement each other's job roles.
6. Act selflessly. Consider the equal importance of everyone on the team
environment before you make a decision. For example, it would be inconsiderate
to be the first to leave in the evening and the last to arrive to work every day, just
because you can. Additionally, it may be necessary at times to compensate for
the sickness or personal crisis of another team player without thinking about how
it is negatively affecting you.
7. Treat others on your team as you would want to be treated. Before you
speak or act, as yourself how you would feel if 1 of your teammates spoke or
acted in that way, then use that insight for building team work.

INFORMATION SHEET 2.1-3

ROLE AND RESPONSIBILITIES WITH TEAM ENVIRONMENT

For a team to succeed, members need to play the appropriate role at the
appropriate time. See which roles you are most likely to take and which ones are not
part of your natural style. When you are on a team, try to use your strengths in a way
that will help your group be productive.

If you are a... You will naturally be able to... BUT you must make an effort to...
Leader Help the group make decisions.  Share leadership in the group.  Not
Direct action.  Insure that results are exercise too much control.  Involve
accomplished.  Keep people focused others and use their expertise.
on the task and working towards the
goal.

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Planner Think through steps that need to be Include others in the planning
taken. Look for the best way to process. Not spend too much time
accomplish a task. Encourage assessing alternatives. Act quickly
consideration of alternatives. Prevent when necessary.
group from taking action too quickly.

Cheerleader Offer support for new ideas and See situations and people
suggestions. Point out good aspects realistically. Recognize potential
of ideas. Offer encouragement to pitfalls and risks.
group members. Keep morale up
after setbacks.

Critic Point out potential problems with Recognize positive aspects of ideas.
ideas. Alert group to mistakes that Express appreciation to others.
are about to be made.  Try to keep Take reasonable risks.
the group from taking potentially
hazardous risks.

Doer Encourage the group to take action Take time to do sufficient planning.
and implement ideas.  Insure that Evaluate ideas before implementing
time is not wasted on too much them. Not do the first thing that
analysis. Identify immediate action comes to mind.
steps.

Innovator Suggest new ideas and approaches. See possible pitfalls in ideas.
Keep the group from getting stuck in Recognize when it is better to stick
a rut. Advocate creative solutions to with the status quo. Not make
problems. Look at things from a changes just for the sake of change.
different perspective.

Observer Actively watch and listen to what is Verbalize observations, don't just
occurring in the group. Share watch. Share useful ideas and
observations to help the group information. Participate enough to
function more effectively. be seen as a member of the team.

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 INFORMATION SHEET 2.1-4
RELATIONSHIP WITHIN A TEAM

INTRODUCTION
How team members feel about their co-
workers can affect how effectively the team
accomplishes tasks. Positive team relationships
help create teams that are productive, which
affects the company's bottom line. As a team
leader it's up to you to build team relationships
that help your group meet their goals and
objectives, and to work as one cohesive unit.
Successful team member relationships often extend beyond the walls of the
workplace and into the personal lives of the workers.

THINGS TO REMEMBER TO HAVE GOOD RELATIONSHIP IN A TEAM.

1. Communicate what you expect each team member to accomplish in such a

way that all members know you are aware of their particular talents. Build on
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 their strengths. Give them a verbal boost whenever they tackle an assignment
that goes outside their comfort zone.
2. Demonstrate to your team that you are accountable to them and to your
superiors by being reliable and
responsible. Serve as a role
model for your team by doing
your best work at all times.
Expect the same of them. As you
work together, you and the team
can begin to trust each other to
consistently accomplish tasks in
a timely manner.
3. R e c o g n i z e
. Look for positive things to say on a daily basis. While constructive criticism
has its place, do it in a manner that does not offend the team.
4. Build team relationships by encouraging team members to recognize each
other's strengths. For example, during morning briefings let each team
member identify some business trait they appreciate about the person seated
to their left. Someone might recognize a co-worker's willingness to work late,
while another team member might state that a teammate's organizational
skills contribute to the group's efforts.
5. Listen to what the team members have to say about each other and to you
in a nonjudgmental manner. If your team members share a concern with you,
INFORMATION SHEET 2.1-4
RELATIONSHIP WITHIN A TEAM

take steps to resolve the issue as quickly as possible. Keep the team
informed regarding the resolution.
6. Give your team glimpses of your personal life. This makes you seem
more approachable as the leader. Encourage them to do the same.
7. Build team member relationships outside the office. As time and finances
allow, try to plan some fun activity that the entire group can share. The
camaraderie from the outing carries back into the workplace.
8. Celebrate life's moments with your team. Celebrating employee's birthdays
as well as other milestones in their lives helps promote positive team
relationships. Ask for their input on what kinds of celebrations would be
meaningful for them.

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 Self-Check 2.1-3-4

ROLE AND RESPONSIBILITIES WITH

TEAM ENVIRONMENT & RELATIONSHIP
WITHIN A TEAM
IDENTIFICATION:

1. Any setting that requires 2 or more people to work together toward the
accomplishment of a task.
2. It is important that everyone on the team is hear.
3. Consider the equal importance of everyone on the team environment.
4. Help the group make decisions.
5. Point out potential problems with ideas.

ENUMERATION:
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 Give the (8) eight things to remember to have a good relationship in a team
1-8

Answer key 2.1-3-4

ROLE AND RESPONSIBILITIES WITH TEAM ENVIRONMENT & RELATIONSHIP
WITHIN A TEAM

IDENTIFICATION:
1. Team environment
2. Take turn
3. Act selflessly
4. Leader
5. Critic

ENUMERATION:
1. Communicate
2. Demonstrate to your team
3. Recognize the work your team accomplishes.
4. Build team relationships
5. Listen to what the team members
6. Give your team glimpses of your personal life
7. Build team member relationships outside the office

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 8. Celebrate life's moments with your team.

LEARNING OUTCOME # 2 Describe work as a team member

CONTENTS:
1. Communication process
2. Team structure/team roles
3. Group planning and decision making
ASSESSMENT CRITERIA:
Appropriate forms of communication and interactions are undertaken.
Appropriate contributions to complement team activities and objectives are made.
Reporting using standard operating procedures followed.
Development of a team work plan based from role team is contributed.
CONDITION:
Students and Trainees must be provided with the following:
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  SOP of workplace
 Job procedures
 Organization or external personnel
ASSESSMENT METHOD:

 Observation of work activities

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

LEARNING OUTCOME 2

Describe work as a team member

Learning Activities Special Instructions

Read and Understand the information

sheet and check yourself by
1. Read Information Sheet 2.2-1 on answering the self-check.
Communication Process

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 Explain your Opinion
2. Answer Self-check 2.2-1. On Communication
Process
Read and Understand the information
sheet and check yourself by
answering the self-check.
3. Read Information Sheet 2.2-2 on Group
planning and decision making
Explain your opinion
4. Answer Self-check 2.2-2. On Group planning
and decision making

INFORMATION SHEET 2.2-1

COMMUNICATION PROCESS

INTRODUCTION

This topic gives you an

overview of communication and
introduces you to the main
elements in the communication
process. It also highlights the
importance of writing clear,
positive messages and offers you
some basic tips and guidelines
on this form of communication so
that you may become more proficient in the kind of writing needed at home as
well as in the college and workplace. You will also learn about some of the
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common pitfalls which may impede the effectiveness of written communication.

WHAT IS COMMUNICATION?

Communication is a learned skill. However, while most people are born with the
physical ability to talk, not all can communicate well unless they make special
efforts to develop and refine this skill further. Very often, we take the ease with
which we communicate with each other for granted, so much so that we
sometimes forget how complex the communication process actually is.

Elements in Communication

Have you ever wondered why some people can communicate so well while
others fail to get their message across? What are the elements that must be
present in the communication process before it can be successful and
effective?

Well, communication has been defined as the act of giving, receiving or

exchanging information, ideas and opinions so that the „message is completely
understood by both parties. Look at Figure 1.1 below. The illustration shows
clearly that in a communication process, there must be a sender who speaks or
sends a message, and a receiver who listens or receives the message.

INFORMATION SHEET 2.2-1

COMMUNICATION PROCESS

Figure 1.1: The communication process

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The sender sends a message with a certain intention in mind. The receiver of
the message tries to understand and interpret the message sent. He then gives
feedback to the original sender, who in turn interprets the feedback. This
process, repeated continuously, constitutes communication.

Clearly, there are several major elements in the communication process a

sender, message, channel, receiver, feedback, and context. There is both
speaker\s intention to convey a message and a listener’s reception of what has
been said.
Thus, listening skills are just as important as speaking skills in order for
communication to be effective.

This means that if you want to get your message across accurately, you need
to consider these three things:
• The message;
• The audience or receiver; and
• How the message is likely to be received.

A message is only considered successfully communicated when both the

sender and the receiver perceive and understand it in the same way. If this
does not happen, then there may be a breakdown in communication, which
may ultimately stand in the way of you realizing your goals, either personally or
professionally.

INFORMATION SHEET 2.2-1

COMMUNICATION PROCESS

FACTORS AFFECTING COMMUNICATION

As mentioned earlier, effective communication is a two-way process but there

are a number of factors which may disrupt this process and affect the overall
interpretation and understanding of what was communicated. Myriad problems
can pop up at different stages of the communication process. These can relate
to any of the elements involved ă sender, message, channel, receiver,
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feedback and context. It is therefore important to understand some of the
factors that affect communication so that you can try to get your message
across with minimal misunderstanding and confusion.

Below are some possible problem areas that may turn out to to be barriers to
effective communication:

(a) Status/Role
The sender and receiver of a message may be of equal status within a
hierarchy (e.g. managers in an organization) or they may be at different levels
(e.g. manager/employee, lecturer/student, business owner/clients).
This difference in status sometimes affects the effectiveness of the
communication process.

(b) Cultural Differences

Cultural differences, both within or outside the organization (for example, inter-
departmental dealings and communication with outside organizations or ethnic
minorities) may impede the communication process.

Choice of Communication Channels

Before you choose your communication channel, you should ask yourself
whether the channel is appropriate for a particular purpose and the
person/receiver you have in mind. Sending messages via inappropriate
channels can send out wrong signals and end up creating confusion.

(d) Length of Communication

The length of the message also affects the communication process. You need
to be sure that it serves the purpose and is appropriate for the receiver. Is the
message too long or too brief?

(e) Use of Language

Poor choice of words or weak sentence structure also hampers
communication. The same goes for inappropriate punctuation. The two
INFORMATION SHEET 2.2-1
COMMUNICATION PROCESS

sentences below illustrate clearly how different placement of punctuation can

change the entire meaning of a sentence:

(f) Disabilities
Disabilities such as impaired sight, dyslexia and poor mental health can also
be barriers to good communication, and should be taken into consideration
when evaluating the effectiveness of the communication process. You may
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need to use hearing aids, sign language, magnifying systems, and symbols to
alleviate problems caused by disabilities.

(g) Known or Unknown Receiver

Whether the receiver is known or unknown to you also plays a major role in
determining the effectiveness of your communication. A known receiver may be
better able to understand your message despite having insufficient information
as both of you probably have common experiences and a shared schemata. An
unknown receiver, on the other hand, may require more information and time to
decode the message.

(h) Individual Perceptions/Attitudes/Personalities

Sometimes, the method of communication needs to take into consideration the
receivers personality traits, age and preferred style. The elderly and children,
for example, have different communication needs and preferences when
compared to young adults. Is the receiver of your message a visual, auditory, or
kinesthetic sort of person? How do you think they will react to your message?
Can you adapt your communication style to suit theirs?

(i) Atmosphere/Noise/Distraction
Our surroundings can sometimes pose as barriers to effective communication.
A noisy place (a party, for instance) usually puts a strain on oral communication
as both the sender and the receiver need to put extra effort to get the message
across and ensure that it is understood clearly and correctly.

(j) Clarity of Message

Is the message conveyed in a clear or ambiguous manner?

(k) Lack of Feedback

Feedback is important as it enables confirmation of understanding to be made
by both parties. The lack of feedback can sometimes create problems as it can
lead to uncertainty and confusion.

INFORMATION SHEET 2.2-1

COMMUNICATION PROCESS

When choosing the most appropriate channel of communication, you should

heed the following:
(a) Consider all aspects of the communication process (interpretation,
understanding, feedback).
(b) Think carefully about possible barriers.
(c) Evaluate the complexity of the message and decide how it might be best
conveyed.
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 (d) Ask yourself these questions:
• Who? Characteristics of the receiver(s).
• Why? Purpose of the communication.
• What? Content of the message.
• How? Oral, written, visual or a combination of all three.
• Where? Location of the meeting.
• When? Timing/time limit/expected response time.

(e) Determine whether you are meeting or writing to the people concerned. Is
the communication via face-to-face interaction, telephone, letter, e-mail, memo
or a report?
(f) Decisions about the most appropriate channel of communication also
depend on factors such as cost, time, confidentiality, convention, urgency and
whether written documentation is required.

As mentioned earlier, communication can be oral or in written form. What is the

difference between these two main types of communication?
Oral communication involves conveying ideas, thoughts or information via a
spoken language. In written communication, however, information is exchanged
using written symbols, that is, via words and sentences. Written communication
is the sharing and exchanging of written symbols between individuals or
groups.
It is also the presentation of ideas in a coherent manner in written form.

Written communication can take place via:

• Letters;
• Faxes;
• Email;
• Reports;
• Memos; and
• Advertisements.

INFORMATION SHEET 2.2-2

GROUP PLANNING AND DECISION MAKING

Focus Groups can be a very

helpful decision-making tool in a great
number and variety of business
situations. For many marketers, focus
groups have become standard
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procedure for everything from new products development to packaging
evaluations. A large percentage of the media advertising that we see and hear
every day has in some way been influenced and shaped by focus group research.
For some marketers, focus groups are an important step in promotion development
and pre-testing.
And, for others, they are an important source of information about competitors.
Focus groups are even used effectively by some companies as part of their new
employee orientation procedure.
As versatile as they are in their application, one might mistakenly believe that focus
groups require little effort to plan and execute. The familiar adage, “You get out of
it what you put into it”, applies well to the planning and execution of focus group
research. Successful implementation of focus group research can result only from
careful planning and attention to important executional details. Consideration of
each of the steps suggested in the Market Link Focus Group Planning Guide will
assure you of getting the most out of your investment in this increasingly important
research technique.

INFORMATION SHEET 2.2-1-2

Explanation:

1. What is Communication?

2. How important the Communication in your everyday life?

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