COMPETENCY BASED LEARNING MATERIAL

Sector:

ELECTRONICS SECTOR
Qualification:

COMPUTER SYSTEMS SERVICING NC II

Unit of Competency:
PARTICIPATE IN WORKPLACE COMMUNICATION
Module Title:

PARTICIPATING IN WORKPLACE COMMUNICATION

TECHNICAL EDUCATION SKILLS DEVELOPMENT

AUTHORITY

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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.

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 DIRECTION FOR USE OF THE CBLM

This module was prepared to help you achieve the required

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

Work through all the information sheets and complete the

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

Talk to more experienced workmates and ask for their guidance.

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

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 LISTS OF BASIC COMPETENCIES

Competenc Unit of Competency Module Title Code

y Number
1 Participate in Participating in 500311105
workplace workplace
communication communication
2 Work in team Working in team 500311106
environment environment
3 Practice career Practicing Career 500311107
professionalism Professionalism
4 Practice occupational Practicing 500311108
health and safety occupational
procedures health and safety
procedures

MODULE CONTENT

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 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.

PREREQUISITE : None
LEARNING OUTCOME 1

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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

ASSESSMENT METHODS

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 Written Examination
Observation
Simulation
Role Playing

LEARNING EXPERIENCES

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

Learning activities Special Instructions

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

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

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

1 key 2.1-1

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

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

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

2.1-1

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

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

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

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

2.1-1

INFORMATION SHEET. 2.1-1

BUILDING RELATIONSHIP AND TEAM WORK

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Learning Objectives:

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

2. Identify the skills needed for teamwork

What is Team?

A Team is a group of people working together to achieve common

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

A smallest team consists of 2 people and the upper limit can be to

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

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 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.
 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,

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 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.

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

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 b. Communication
c. Sharing
d. Respecting

2. Needed for a team to work effectively

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

3. Consist of two people in an organization

a. Team
b. Largest team
c. Thing
d. Smallest team

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

and willing to forego individual autonomy to the extent
necessary to achieve
a. Tines
b. Teens
c. Teams
d. Times

5. The general theme of teamwork

a. Searching
b. Helping
c. Persuading
d. Sharing

SELF CHECK ANSWER KEY 2.1-1

1. d
2. a

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 3. d
4. c
5. b

INFORMATION SHEET 2.1-2

TEAM ROLES

Learning objective:

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Describe and identify the different roles of a team

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

 Coordinator This person will have a clear view of the team

objectives and will be skilled at inviting the contribution of team
members in achieving these, rather than just pushing his or her
own view. The coordinator (or chairperson) is self disciplined and
applies this discipline to the team. They are confident and mature,
and will summarize the view of the group and will be prepared to
take a decision on the basis of this.

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

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

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 direction and not in contributing to the detail of what needs to be
done.

 Resource investigator The resource investigator is the group

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

 Implementer The individual who is a company worker is well

organised and effective at turning big ideas into manageable tasks
and plans that can be achieved. Such individuals are both logical
and disciplined in their approach. They are hardworking and
methodical but may have some difficulty in being flexible.

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

 Completer As the title suggests, the completer is the one who

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

 Monitor evaluator The monitor evaluator is good at seeing all the

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

 Specialist This person provides specialist skills and knowledge and

has a dedicated and single-minded approach. They can adopt a
very narrow perspective and sometimes fail to see the whole
picture.

 Finisher A person who sticks to deadline and likes to get on with

things, Will probably be irritated by the more relaxed member of
the team.
SELF CHECK 2.1-2

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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

2. They are hardworking and methodical but may have some difficulty in
being flexible.

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

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

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

4. One who is most aware of the others in the team, their needs and their
concerns

a. Implementer
b. Worker
c. Tosser
d. Team worker

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

a. Completer
b. Finisher
c. Implementer
d. Shaper
SELF CHECK ASWER KEY 2.1-2

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

INFORMATION SHEET # 2.1-3

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 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
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.

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  Fulfill duties in between meetings.
 Respect the opinions and positions of others on the team, even if
the person has an opposing view or different opinion.

Individual Responsibilities Group Control or

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

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 1. Agree on how much
Coordinator 1. Recruits members to time to spend on
/Chairperson join the team. each topic.
2. Greets team members
/Leader as they arrive.
3. Calls the meeting to
order at the appointed
start time.
4. During the meeting,
controls the order of
events.
5. Proposes Agenda
topics and how much
time should be devoted
to each topic.
6. Concludes the meeting
at 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 meeting meetings which
to remind the group Facilitator should
about a process attend or not attend.
concern.
2. Evaluates norms and
methods used during

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 the meeting.
3. Between meetings,
coaches individual team
members.
4. Mediates conflict among
individuals within the
group.

5. Collects and
summarizes
anonymous
questionaires and
ballots.
1. Define what
Team 1. Notify Coordinator about precautions are
Members not being able to attend needed to maintain
a meeting. an appropriate level
2. Bring individual of confidentiality.
calendars/schedules,
distributions received, 2. Define rules for
and personal notes to members to follow.
the meeting.
3. Bring name tags or
name tents when
appropriate.
4. Arrive at meetings prior
to the start time.
5. Help in room setup
when needed.
6. Turn electronics
(beepers, phones, etc.)
off tone mode during
meetings.
7. Greet other members of
the team.
8. Write questions and
comments down to
participate when
appropriate.
9. Clarify concerns before
identifying solution
options.
10. Focus on

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

14. Brief members

who are absent.
1. Stop presentation to
Timekeeper 1. Brings a timer to "Call the Question" --
meetings. take a vote whether
2. room are calibrated to a to continue.
common 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 ago" every 5
minutes.
6. Communicates to
presenters how much
time is remaining (e.g.,
10 minutes, 5 minutes,
2 minutes, 1 minute, 30
seconds).

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 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-erase written down or not.
pens to meetings.
2. Puts title and date on The term Minutes
each sheet of paper of a meeting
produced by the team. orginates from the
3. Legibly writes what the Latin minutus,
group verbalizes onto meaning “small”,
flip-chart paper or because they are
white-board. meant to be short
4. Posts flip-chart paper or and quick.
white-board.
5. Ensures that charts
match Notes taken by
Note taker.

6. Gives charts to Note

taker.
1. Agree on whether
Note taker 1. Brings blank note paper notes need to be
and writing instruments typed up.
to meetings. 2. Review notes for
2. Takes legible notes mistakes/omissions.
during team meetings.
3. Agree on whether
3. If necessary, types up specific entries
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

information from
archives during team
meetings.

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 1. Sends invitations to 1. Agree on who should
Publisher those invited to the be invited to the
meeting. meeting.
2. Makes copies for team 2. Agree on who is on
before, during, and after the team's
meetings. Distribution List.
3. Maintains the team's 3. Approve who
Distribution List. receives the team's
4. Procures/Provides Distribution List.
binders and binds
papers as needed. 4. Agree on binding and
5. Provides copies of the distribution methods
team's Distribution and styles.
List.
6. Ensures that recipients
actually received
publications.

7. Brings enough extra

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

4. Adjusts thermostats as
needed or as
anticipated.
1. Bring presentation 1. Approve the
Presenter(s) materials (overhead objectives of the
foils, flip charts, etc.) presentation.
2. Make sure equipment 2. Ask questions only
operates properly x when appropriate.
minutes before the start
of the meeting. 3. Provide feedback to

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 3. If new, provide Presenter(s).
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
9. Explain why -- reasons
for statements and
questions.

10. Provide written

back-up to verbally
presented information.

SELF CHECK 2.1-3

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

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1. Monitors environmental conditions
a. Publisher
b. Presenter
c. Technician/Facilities manager
d. Note taker

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

a. Publisher
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

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 3. b

4. a

5. d

LEARNING OUTCOME 2 -DESCRIBE WORK AS TEAM MEMBER

1 CONTENTS :
- Communication process
- Team structure/team roles

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 - Group planning and decision making

ASSESSMENT CRITERIA :

1. Appropriate forms of communication and interactions are

undertaken.
2. Appropriate contributions to complement team activities and
objectives are made.
3. Reporting using standard operating procedures is followed.
4. Development of team work plans based from 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

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 1. Read Information Sheet If you have some problem on the
2.2-1 on Communication content of the information sheet
Process don’t hesitate to approach your
facilitator.
If you feel that you are now
knowledgeable on the content of
the information sheet, you can
now answer self check provided
in the module

2. Answer self-check for 2.2- Refer your answer to answer

1 key 2.2-1

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

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

4. Answer self-check for 2.2-2 Refer your answer to answer key

2.2-2

5. . Read Information Sheet 2.2- If you have some problem on the

3 on Role and Responsibilities content of the information sheet
with team environment don’t hesitate to approach your
facilitator.
If you feel that you are now
knowledgeable on the content of
the information sheet, you can
now answer self check provided
in the module

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

INFORMATION SHEET # 2.2-1

COMMUNICATION PROCESS

Learning objectives:

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

team

2. Apply the importance of good communication

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

Effective communication is an essential component of organizational

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

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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

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yourself from the group. Not only does it feel good to get it out, but it will
be better for the team in the long run.

Don't Blame Others

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

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

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brag to let people know you've done a good job, people will already
know. Have faith that people will recognize when good work is being
done and that they'll let you know how well you're doing. Your response?
Something like "Thanks that means a lot." is enough.

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

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

SELF CHECK 2.2-1

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

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

ANSWER KEY 2.2-1

1.True

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

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INFORMATION SHEET 2.2-2

TEAM STRUCTURE/TEAM ROLES

Learning objectives:

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

trust and openness.

2. Able to apply inter personal skills

Team and Individual

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

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

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

To perform effectively a team requires three different types of

skills:

 It needs people with technical expertise.

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

No team can achieve its performance – potential without developing all

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

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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.

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.

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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

d.Compromising role

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INFORMATION SHEET 2.2-3

GROUP PLANNING AND DECISION MAKING

Learning objectives:

1. Identify the different types of group decision making

2. Learn the procedures in effective discussion

For effective group discussion, you must follow some

procedures:

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

situation is; analyze it, find its causes, determine its seriousness,
and decide whether or not it is something deserving attention.
2. Establish a criteria or course of action leading to a workable
solution. For example, in a flood calamity, you must determine the

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 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)

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

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support the idea, the proposers feel that their suggestions have
"plopped." The floors of most conference rooms are littered with "plops."

Decision by Authority Rule

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

Decision by Minority Rule

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

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

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

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

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silent ones were for it. They too were trapped by "silence means
consent."

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

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

Decision by Majority Rule (Voting and Polling)

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

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

On the surface, this method seems completely sound, but surprisingly

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

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

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

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

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

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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.

"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.

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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.

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

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problem to clearly separate the influencing from the non-influencing
factors.

This is probably an easier process to follow when dealing with problems

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

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

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

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5. Selecting One or More Alternatives for Action. Before selecting
specific alternatives for action, it is advisable to identify criteria the
desired solution must meet. This can eliminate unnecessary discussion
and help focus the group toward the solution (or solutions) that will most
likely work.

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

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

6. Plan for Implementation. This requires looking at the details that

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

Not to be forgotten when developing the implementation plan: Who

needs to be informed of this action?

7. Clarify the Contract. This is to insure that everyone clearly

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

8. The Action Plan. Plans are only intellectual exercises unless they are
transformed into action. This calls for people assigned responsibility for

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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?

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."

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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

Demonstra

Third party
Question/
interview
Written

report
tion
The evidence must show that the candidate…
 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
Contributed development of team work plans

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COMPETENCY ASSESSMENT RESULTS SUMMARY

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

A. Demonstration with Oral Questioning

B. Written Exam

Did the candidate's overall performance meet

the required evidences/ standards?

NOT YET
OVERALL EVALUATION COMPETENT
COMPETENT

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

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General Comments [Strengths / Improvements needed]

Candidate’s
signature: Date:

Assessor’s
Date:
signature:

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
Date:
signature:

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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. False
10.True

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