UC1 Work in Team Environement

COMPETENCY BASED LEARNING MATERIAL
SECTOR : AUTOMOTIVE/LAND TRANSPORT
QUALIFICATION : AUTOMOTIVE SERVICING NC II
UNIT OF : WORK IN TEAM ENVIRONMENT

COMPETENCY
MODULE TITLE : WORKING IN TEAM ENVIRONMENT

Document No. 500311106
Date Developed:
Issued by:
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TEAM ENVIRONMENT
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HOW TO USE THIS COMPETENCY-BASED LEARNING
MATERIAL
The unit of competency, “Work in team environment”, is one of the

competencies of Automotive Servicing NC II, a course which comprises the
knowledge, skills, and attitudes required for a TVET trainee to possess.
The module, Working in team environment, covers the knowledge,

skills and attitude required in researching general information on food and
beverage cocktails, and sharing in.
In this module, you are required to go through a series of learning

activities in order to complete each learning outcome. In each learning
outcome are Information Sheets, Self-checks, Operation Sheets, Task Sheets,
and Job Sheets. Follow and perform the activities on your own. If you have
questions, do not hesitate to ask for assistance from your facilitator.
Remember to:
 Read information sheet and complete the self-checks.

 Perform the Task Sheets, Operation Sheets, and Job Sheets until you
are confident that your outputs conform to the Performance Criteria
Checklists that follow the said work sheets.
 Submit outputs of the Task Sheets, Operation Sheets, and Job Sheets
to your facilitator for evaluation and recording in the Achievement
Chart. Outputs shall serve as your portfolio during the Institutional
Competency Evaluation. When you feel confident that you have had
sufficient practice, ask your trainer to evaluate you. The results of
your assessment will be recorded in your Achievement Chart and
Progress Chart.
You must pass the Institutional Competency Evaluation for this

competency before moving to another competency. A Certificate of
Achievement will be awarded to you after passing the evaluation.

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AUTOMOTIVE SERVICING NC II
COMPETENCY BASED LEARNING MATERIALS
LIST OF COMPETENCIES
No. Unit of Competency Module Title Code
1. Work in a team Observing gender

environment sensitivity in the workplace
Working in a team 500311106

environment
2. Participate in workplace Participating in workplace

500311105
communication communication
3. Practice career Demonstrating work values

professionalism and gender sensitivity
Practicing career 500311107

professionalism
4 Practice occupational Practicing basic

health and safety housekeeping procedures
procedures
Practicing occupational 500311108

health and safety
procedures

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MODULE CONTENT
UNIT OF COMPETENCY : Work in team environment
MODULE TITLE : Working in team environment
MODULE DESCRIPTOR : This unit covers the skills, knowledge and

attitudes to identify role and responsibility
as a member of a team.
NOMINAL DURATION :
At the end of this module, you MUST be able to:

1. Describe team role and scope
2. Identify individual role and responsibilities within a team
3. Develop effective workplace relationship including personal
values and beliefs related to gender
4. Work as team member
5. Contribute to work group activities

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COMPETENCY SUMMARY
QUALIFICATION TITLE : Automotive Servicing NC II
UNIT OF COMPETENCY : Work in team environment
MODULE TITLE : Working in team environment

INTRODUCTION
This unit covers the skills, knowledge and attitudes to
identify role and responsibility as a member of a team.
LEARNING OUTCOME
Upon completion of this module, the trainees must be able to:
1. Describe team role and scope
2. Identify individual role and responsibilities within a team
3. Develop effective workplace relationship including personal
values and beliefs related to gender
4. Work as team member
5. Contribute to work group activities
ASSESSMENT CRITERIA
1. The role and objective of the team is identified from available
sources of information
2. Team parameters, reporting relationships and responsibilities are
identified from team discussions and appropriate external
sources
3. Individual role and responsibilities within the team environment
are identified
4. Roles and responsibility of other team members are identified and
recognized
5. Reporting relationships within team and external to team are
identified
6. Effective and appropriate forms of communications used and
interactions undertaken with team members who contribute to
known team activities and objectives
7. Effective and appropriate contributions made to complement
team activities and objectives, based on individual skills and
competencies and workplace context
8. Observed protocols in reporting using standard operating
procedures
9. Contribute to the development of team work plans based on an
understanding of team’s role and objectives and individual
competencies of the members.

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LEARNING OUTCOME # 1 Describe team role and scope
CONTENTS:
1. Building Successful work team
2. Skills and techniques in promoting team building
3. Negotiating skills
ASSESMENT CRITERIA:
1. The role and objective of the team is identified from available

2. Team parameters, reporting relationships and responsibilities
are identified from team discussions and appropriate external
sources
CONDITIONS:
The students/ trainees must be provided with the following:
 Learning materials
- team building manual
- catalogs
- brochures
 Simulated team
METHODOLOGIES:
1. Group discussion
2. Interactive learning
ASSESSMENT METHODS:
Competency in this unit may be assessed through:
1. Written test
2. Practical performance test
3. Interview

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Learning Experiences
Learning Outcome # 1 - Describe team role and scope

Learning Activities Special Instructions
Read Information sheet 1.1.-1 This Learning Outcome deals with the
on “Building successful work development of the Institutional
team” Competency Evaluation Tool which
Answer Self-Check 1.1-1 trainers use in evaluating their trainees
(Trainee checks answers after finishing a competency of the
against the answer key) qualification.
Read information sheet 1.1-2 Go through the learning activities
on “skills and technique in outlined for you on the left column to
promoting team building” gain the necessary information or
Answer Self-Check 1.1-2 knowledge before doing the tasks to
(Trainee checks answers practice on performing the requirements
against the answer key) of the evaluation tool.
Read information sheet 1.1-3
The output of this LO is a complete
on “Negotiating skills”
Institutional Competency Evaluation
Answer Self-Check 1.1-3
Package for one Competency of
(Trainee checks answers
Automotive Servicing NC II. Your
against the answer key)
output shall serve as one of your
portfolio for your Institutional
Competency Evaluation for Work in
team environment.
Feel free to show your outputs to your
trainer as you accomplish them for
guidance and evaluation.

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Information Sheet 1.1-1
Building successful work team
After reading this information sheet, you must be able to:
1. Identify and prescribe work requirements to members

2. Disseminate reasons for instructions and requirements to team
members
3. Recognize, discuss and dealt team members questions, problems,
concerns.
Introduction
People in every workplace talk about building the team, working as a team,
and my team, but few understand how to create the experience of team work
or how to develop an effective team. Belonging to a team, in the broadest
sense, is a result of feeling part of something larger than yourself. It has a
lot to do with your understanding of the mission or objectives of your
organization.
In a team-oriented environment, you contribute to the overall success of the

organization. You work with fellow members of the organization to produce
these results. Even though you have a specific job function and you belong
to a specific department, you are unified with other organization members to
accomplish the overall objectives. The bigger picture drives your actions;
your function exists to serve the bigger picture.
You need to differentiate this overall sense of teamwork from the task of
developing an effective intact team that is formed to accomplish a specific
goal. People confuse the two team building objectives. This is why so many
team building seminars, meetings, retreats and activities are deemed
failures by their participants. Leaders failed to define the team they wanted
to build. Developing an overall sense of team work is different from building
an effective, focused work team when you consider team building
approaches.
Twelve Cs for Team Building
Executives, managers and organization staff members universally explore

ways to improve business results and profitability. Many view team-based,
horizontal, organization structures as the best design for involving all
employees in creating business success.

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No matter what you call your team-based improvement effort: continuous
improvement, total quality, lean manufacturing or self-directed work teams,
you are striving to improve results for customers. Few organizations,
however, are totally pleased with the results their team improvement efforts
produce. If your team improvement efforts are not living up to your
expectations, this self-diagnosing checklist may tell you why. Successful
team building, that creates effective, focused work teams, requires attention
to each of the following.
 Clear Expectations: Has executive leadership clearly communicated

its expectations for the team’s performance and expected outcomes?
Do team members understand why the team was created? Is the
organization demonstrating constancy of purpose in supporting the
team with resources of people, time and money? Does the work of the
team receive sufficient emphasis as a priority in terms of the time,
discussion, attention and interest directed its way by executive
leaders?
 Context: Do team members understand why they are participating on

the team? Do they understand how the strategy of using teams will
help the organization attain its communicated business goals? Can
team members define their team’s importance to the accomplishment
of corporate goals? Does the team understand where its work fits in
the total context of the organization’s goals, principles, vision and
values?
 Commitment: Do team members want to participate on the team? Do

team members feel the team mission is important? Are members
committed to accomplishing the team mission and expected
outcomes? Do team members perceive their service as valuable to the
organization and to their own careers? Do team members anticipate
recognition for their contributions? Do team members expect their
skills to grow and develop on the team? Are team members excited
and challenged by the team opportunity?
 Competence: Does the team feel that it has the appropriate people
participating? (As an example, in a process improvement, is each step
of the process represented on the team?) Does the team feel that its
members have the knowledge, skill and capability to address the
issues for which the team was formed? If not, does the team have
access to the help it needs? Does the team feel it has the resources,
strategies and support needed to accomplish its mission?
 Charter: Has the team taken its assigned area of responsibility and
designed its own mission, vision and strategies to accomplish the
mission. Has the team defined and communicated its goals; its
anticipated outcomes and contributions; its timelines; and how it will
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measure both the outcomes of its work and the process the team
followed to accomplish their task? Does the leadership team or other
coordinating group support what the team has designed?
 Control: Does the team have enough freedom and empowerment to

feel the ownership necessary to accomplish its charter? At the same
time, do team members clearly understand their boundaries? How far
may members go in pursuit of solutions? Are limitations (i.e. monetary
and time resources) defined at the beginning of the project before the
team experiences barriers and rework?
 Collaboration: Does the team understand team and group process?

Do members understand the stages of group development? Are team
members working together effectively interpersonally? Do all team
members understand the roles and responsibilities of team members?
team leaders? team recorders? Can the team approach problem
solving, process improvement, goal setting and measurement jointly?
Do team members cooperate to accomplish the team charter? Has the
team established group norms or rules of conduct in areas such as
conflict resolution, consensus decision making and meeting
management? Is the team using an appropriate strategy to accomplish
its action plan?
 Communication: Are team members clear about the priority of their

tasks? Is there an established method for the teams to give feedback
and receive honest performance feedback? Does the organization
provide important business information regularly? Do the teams
understand the complete context for their existence? Do team
members communicate clearly and honestly with each other? Do team
members bring diverse opinions to the table? Are necessary conflicts
raised and addressed?
 Creative Innovation: Is the organization really interested in change?

Does it value creative thinking, unique solutions, and new ideas?
Does it reward people who take reasonable risks to make
improvements? Or does it reward the people who fit in and maintain
the status quo? Does it provide the training, education, access to
books and films, and field trips necessary to stimulate new thinking?
 Consequences: Do team members feel responsible and accountable

for team achievements? Are rewards and recognition supplied when
teams are successful? Is reasonable risk respected and encouraged in
the organization? Do team members fear reprisal? Do team members
spend their time finger pointing rather than resolving problems? Is the
organization designing reward systems that recognize both team and
individual performance? Is the organization planning to share gains

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and increased profitability with team and individual contributors? Can
contributors see their impact on increased organization success?
 Coordination: Are teams coordinated by a central leadership team

that assists the groups to obtain what they need for success? Have
priorities and resource allocation been planned across departments?
Do teams understand the concept of the internal customer—the next
process, anyone to whom they provide a product or a service? Are
cross-functional and multi-department teams common and working
together effectively? Is the organization developing a customer-focused
process-focused orientation and moving away from traditional
departmental thinking?
 Cultural Change: Does the organization recognize that the team-

based, collaborative, empowering, enabling organizational culture of
the future is different than the traditional, hierarchical organization it
may currently be? Is the organization planning to or in the process of
changing how it rewards, recognizes, appraises, hires, develops, plans
with, motivates and manages the people it employs?
Spend time and attention on each of these twelve tips to ensure your work
teams contribute most effectively to your business success. Your team
members will love you, your business will soar, and empowered people will
"own" and be responsible for their work processes. Can your work life get
any better than this?

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Self-Check 1.1-1
1. Give the twelve (12) Cs for Team Building

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Answers to Self-Check 1.1-1
1. Give the twelve (12) Cs for Team Building
 Clear Expectations
 Context
 Commitment
 Competence
 Charter
 Control
 Collaboration
 Communication
 Creative Innovation
 Consequences
 Coordination
 Cultural Change

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Skills and Techniques in Promoting Team Building
Learning Objectives:

members
concerns.
Teamwork Skills
Teamwork is one of the most effective things you can teach your employees
because it effect things like productivity, work environment, and
communication and much more.
Here are the top 7 skills team members should develop so that they can
succeed effectively as a team:
1-Listening: There is a time to talk and a time to listen and the time to
listen comes twice as often as the time to talk. We can often find ourselves
so concerned about what we have to say that we never really hear what the
person is saying. Instead of focusing on what they are trying to convey we
are thinking about what we are going to say next, in which time we've
missed their entire point.
2-Sacrifice: Each team member has to evaluate what they are truly willing
to sacrifice and then continue to be willing when the time comes that they
are asked to sacrifice it. It could be everything from time, to resources, to
positions of power.
3-Sharing: What one person knows maybe the key to another person's
problem. We have to be willing to share those keys even when it will make
someone else look better.
4-Communication: when there are problems or successes a team has to be

willing to communicate effectively what went right and wrong. It is
important to analyze issues that you have in a project or as a team but it is
also important to analyze your successes.

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5-Language: It is so important that you have an established habit of
speaking in an uplifting way. If you are at all demeaning or domineering or
insulting it will grind the team to a halt. People will still be willing to
sacrifice, share and discuss just not with every member of the team,
meaning that the team just became rivals.
6-Hard work: Team members have to be willing to work hard on an

individual basis and then turn that hard work over to the team so that as a
whole you can make your work meaningful and achieve a greater goal.
7-Persuade: Everyone should be encouraged to exchange, defend and then

eventually rethink their ideas. You have to love your idea but
Teamwork takes individual work for a collective good that ultimately

increases the good everyone receives. These skills are a basic list but that
will help you start now to be a better team with greater success. You won't
master them all in one day but take every opportunity you can to practice
them and they will help.
Teamwork Techniques
Encourage cohesiveness amongst your staff, students or organization by

applying motivating teamwork techniques. Establish communication tools
and trust among your group so that groups work together toward a common
goal. Effective individuals working as a team listen and support each other.
They build ideas together, creating a powerful result.
Work Together
Conduct exercises with your group to encourage individuals to

work together as a team. Team members must listen to each other,
compile and ask questions about the project and develop
collaborative ideas. Exercise your group's ability to work together
by assigning a task that must be completed as a group.
Team individuals into groups of four or more and give each team
an obscure task to complete. For example, one task could be to
assemble a detailed Lego toy. Remove the directions from the toy
but allow each team to keep a picture of what the toy should look
like when assembled. Give each team 30 minutes to create the toy.
Team Organization
Effective teams are well-organized. Exercise your organization

muscle by having teams organize a party. Throwing a party is the
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perfect example of organizational teamwork and is also fun for the
entire group.
Supply each team with a party theme and a small budget. It is up

to the team to decide what and when items are needed. The team
will also be in charge of invitations, activities and games. After each
party, discuss what the entire group liked most about the party
and what group members would improve. Identify specific ways the
group worked together to organize the party and why their strategy
worked or didn't work.
Filling Gaps
What happens when you have a project where you have no

expertise? Teamwork is effective for filling gaps where you don't
have an expert to accomplish the task. For example, some
corporations use teamwork to execute marketing strategies. One
person will develop a marketing concept, another person will train
staff on the concept while another person will write copy and place
ads.
Play a game of "Freaky Friday" with individuals one afternoon. For

example, in an office setting send the marketing department to
work in accounting and the accounting department to work in
customer service. Give each department a task to complete while
working in the new department. The team will need to work
together to achieve success.
Meet with the entire organization after the exercises are completed
and discuss what each team had to do to finish the task. Ask each
team to make a short presentation about how they worked together
and how they met challenges within the task that they didn't
understand.

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Self-Check 1.1-2
1. Give the seven (7) skills team members should develop so that they
can succeed effectively as a team:

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1. Give the seven (7) skills team members should develop so that they
can succeed effectively as a team:
 Listening
 Sacrifice
 Sharing
 Communication
 Language
 Hard work
 persuade

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Negotiating Skills

members
concerns.
Team Negotiation Skills
Introduction:
Negotiation skills help you to resolve situations where what you want
conflicts with someone else’s interests. There are wrong ways of handling
these situations: With an aggressive approach, you could seek to overpower
the other person to give what you want. This is clearly damaging to
subsequent teamwork. With a passive approach, you could simply give in to
the other person’s wishes. This is clearly not good for you.
The aim of negotiation is to explore the situation, and to find a solution that
is acceptable to both people.
Different Styles for Different Situations...
There are different styles of negotiation, depending on circumstances. Where

you do not expect to deal with people ever again, and you do not need their
goodwill, it may be appropriate to play hardball. Here you may seek to win a
negotiation, while the other person losing out. Many people go through this
when they buy or sell a house, which is why house buying can be such a
confrontational and unpleasant experience.
Similarly, where there is a great deal at stake in a negotiation (for example,

in large sales negotiations), then it may be appropriate to prepare in detail,
and use gamesmanship to gain advantage.
These approaches are usually wrong for resolving disputes within a team. If
one person plays hardball, then this puts the other person at a
disadvantage. Similarly, using tricks and manipulation during a negotiation
can severely undermine trust, damaging subsequent teamwork. While a
manipulative person may not get caught if negotiation is infrequent, this is
not the case when people work together on a day-by-day basis. Honesty and
openness are the best policies in team-based negotiation.
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Preparing for a successful negotiation
Depending on the scale of the disagreement, a level of preparation may be

appropriate for conducting a successful negotiation. For small
disagreements, excessive preparation can be counter-productive because it
takes time that is better focused on reaching team goals. It can also be seen
as manipulative because just as it strengthens your position, it weakens the
other person’s.
If a major disagreement needs to be resolved, preparing thoroughly is

warranted, and worthwhile. Think through the following points before you
start negotiating:
 Goals: What do you want to get out of the negotiation? What do you
expect the other person to want?
 Trading: What do you and the other person have that you can trade?
What do you and the other person have that the other might want?
What might you each be prepared to give away?
 Alternatives: If you don’t reach agreement with him or her, what
alternatives do you have? Are these good or bad alternatives? How
much does it matter if you do not reach agreement? Does failure to
reach an agreement cut you out of future opportunities? What
alternatives might the other person have?
 The relationship: What is the history of the relationship? Could or
should this history impact the negotiation? Will there be any hidden
issues that may influence the negotiation? How will you handle these?
 Expected outcomes: What outcome will people be expecting from this
negotiation? What has the outcome been in the past, and what
precedents have been set?
 The consequences: What are the consequences for you of winning or
losing this negotiation? What are the consequences for the other
person?
 Power: Who has what power in the relationship? Who controls
resources? Who stands to lose the most if agreement isn’t reached?
What power does the other person have to deliver what you hope for?
 Possible solutions: Based on all of the considerations, what possible
compromises might there be?
Style is critical…
The best approach for negotiation within a team is to adopt a win-win

approach, i.e. one in which both parties feel positive about the situation
when the negotiation is concluded. This helps to maintain a positive working
relationship afterwards.

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This governs the style of the negotiation. Histrionics and displays of emotion
are clearly inappropriate because they undermine the rational basis of the
negotiation and bring a manipulative aspect to it.
Despite this, emotion can be an important subject of discussion. For a team

to function effectively, the emotional needs of team members must be fairly
met. If emotion is not discussed where needed, the agreement reached can
be unsatisfactory and temporary. Be as detached as possible when
discussing your own emotions. Perhaps it would be best to discuss your
emotions as if they belonged to someone else.
Negotiating successfully…
The negotiation itself is a careful exploration of your position and the other
person’s position, with the goal of finding a mutually acceptable compromise
that gives you both as much of what you want as possible. Note that the
other person may quite often have very different goals from the ones you
expect!
In an ideal situation, you will find that the other person wants what you are
prepared to give, and that you are prepared to give what the other person
wants.
If this is not the case, and one person must give way, then it is fair for this
person to try to negotiate some form of compensation for doing so. The scale
of this compensation will often depend on the many of the factors we
discussed above. Ultimately, both sides should feel comfortable with the
final solution if the agreement is to truly be considered a win-win
agreement.

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Self-Check 1.1-3
1. Give eight (8) points before you start negotiating.
2. What approach that seeks to overpower the other person to give

what you want and it is clearly damaging to subsequent
teamwork
3. What approach that could simply gives in to the other person’s

wishes. This approach clearly not good for you.

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1. Give eight (8) points before you start negotiating.
 Goals
 Trading
 Alternatives
 The relationship
 Expected outcomes
 The consequences
 Power
 Possible solutions
2. Aggressive approach
3. Passive approach

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LEARNING OUTCOME # 2 Identify own role and responsibility
within team
CONTENTS:
1. Duties and responsibilities of each team member
2. Dynamic Team Member
3. Demonstrate Leadership at Work through Team Building and
People Skills
ASSESMENT CRITERIA:
1. The role Individual role and responsibilities within the team

environment are identified
2. Roles and responsibility of other team members are identified
and recognized
3. Reporting relationships within team and external to team are
identifiedand objective of the team is identified from available
4. Team parameters, reporting relationships and responsibilities
are identified from team discussions and appropriate external
sources
CONDITIONS:
The students/ trainees must be provided with the following:
 Learning materials
- team building manual
- catalogs
- brochures
 Simulated team
METHODOLOGIES:
1. Group discussion
ASSESSMENT METHODS:
 Written test
 Practical performance test
 Interview

Date Developed:
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Learning Outcome # 2 - Identify own role and responsibility within

team
Read Information sheet 1.2-1 This Learning Outcome deals with the
on “Duties and responsibilities development of the Institutional
of each member” Competency Evaluation Tool which
Answer Self-Check 1.2-1 trainers use in evaluating their trainees
(Trainee checks answers after finishing a competency of the
against the answer key) qualification.
Refer to task sheet 1.2-1 on Go through the learning activities
Assigning work responsibilities outlined for you on the left column to
(Trainee evaluates own output gain the necessary information or
using the performance knowledge before doing the tasks to
checklist) practice on performing the requirements
Read information sheet 1.2-2 of the evaluation tool.
on “Dynamic team leader” The output of this LO is a complete
Answer Self-Check 1.2-2 Institutional Competency Evaluation
(Trainee checks answers Package for one Competency of
against the answer key) Automotive Servicing NC II. Your
Read information sheet 1.2-3
on “Demonstrate leadership a
work through teambuilding
and people skills”
team environment.
Answer Self-Check 1.2-3
(Trainee checks answers
against the answer key)

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Duties and responsibilities of each member
1. Allocate duties and responsibilities in respect to the skills, knowledge

and attitudes of every team member
2. Allocate duties having regard to individual preference, domestic and
personal considerations
3. Identify and define duties and responsibilities of each member.
Team Leader Duties & Responsibilities
A team leader is more than just a point of contact for suggestions or queries.
His or her responsibilities cover a wide spectrum, serving a useful function
for both higher management and team members alike. Their duties are
diverse, ranging from maintaining employee morale to making decisions to
help further the business.
Communication
A good team leader will communicate the company's
vision and objectives to the team, making sure that
they do so clearly, ensuring that everybody
understands their individual roles and responsibilities.
It is also a responsibility of the team leader to create an atmosphere of
trust and open communication, through improving team spirit.
Setting an Example
A team leader has the responsibility of setting an example to
the team on how to work effectively and carry out tasks to
the best of their ability. He or she must "practice what they
preach," in ensuring that their behavior is consistent with
how they are telling the team to perform.
Individual Development
Every employee will need some degree of training to further
their own development and better their skills. It is the duty
of the team leader to identify areas where they feel that the
individual can improve and either educate them through

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one-to-one tutoring by the leader, or book them onto a suitable training
course.
Make Decisions
An important responsibility of a team leader is to make

decisions that help the company achieve its objectives. In
doing so, a leader may wish to consult their team through
in-depth discussion, and it is also a responsibility of the
leader to ensure that all discussion is focused and
productive, leading toward a decision.
Motivation
A team leader has the task of motivating his or her team to

work toward the objective, boosting morale where it is
found to be low through taking the group on a team
building activity or identifying why morale is low and taking
action to fix any problems.
Point of Contact
There may be instances where the team has

questions or suggestions that they would like to
voice, and the team leader would provide a point of
contact to either answer questions or take the
query/suggestion to higher management for further discussion.
She would then pass on information from management as to the
resolution or decision on the matter.
Rewarding Employees
Team members who feel that they have made a good

contribution to the business, but are not being recognized
for their efforts may feel undervalued and suffer from poor
morale. A team leader should reward his employees for
consistently good work or an outstanding contribution to the organization.
This will boost morale and help them feel more like part of a team.
Team Member Duties and Responsibilities
Strive to be a responsible team member and people will see your value in the
workplace. Teachers will appreciate you and your boss will choose you for
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more projects where teamwork is vital. Teams that consist of only excellent
members, but have fewer people, will be more successful and productive
than teams with more members who are less useful. By being an exceptional
member of your team, you will encourage other members to outdo
themselves as well.
Below are some common duties and responsibilities of a Team Member
 Follow through and complete all of your assignments. Do your

share of work and never complain. Put forth 100 percent of your effort
at all times to ensure that you only produce quality work. Continue to
be consistent and your team will recognize you as a reliable person
who always provides excellent performance on time.
 Express yourself freely. A team member should be able to
communicate effectively. Show respect when making a point and show
a healthy amount of confidence when voicing your opinion. Just
because you're confident doesn't necessarily mean you have a huge
ego.
 Listen to your teammates when it's their time to speak. Make eye
contact with the speaker to show that you are listening to her ideas
attentively. Bring a notebook and a pen to meetings so you can take
notes and only comment on the speaker's opinions once she's done
speaking.
 Address and solve problems in the most efficient way possible. A
problem between team members may arise and it might be up to you
to fix it. Deal with problems head on instead of avoiding them or
dwelling on them. Address problems as soon as possible and do your
best to make things better.
 Be flexible when changes occur. Your boss may start scheduling
meetings at different times, the mission or goal may change, or
someone might leave the group. Adapt to these changes without
complaints or hesitation. Don't be afraid of going a different direction
or trying out new things.

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Self-Check 1.2-1
1. Give the responsibilities of a team leader
2. Give the responsibilities of a team member.

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1. Give the responsibilities of a team leader
i. Communicating
ii. Setting an Example
iii. Individual Development
iv. Making Decisions
v. Motivating
vi. Point of Contact
vii. Rewarding Employees
2. Give the responsibilities of a team member.
i. Follow through and complete all of your assignments.

ii. Express yourself freely.
iii. Listen to your teammates when it's their time to speak.
iv. Address and solve problems in the most efficient way
possible.
v. Be flexible when changes occur.

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Task Sheet 1.2-1
Title: Assigning work responsibilities
Performance Objective:
For trainees to know how each skills and ability are being
assessed for a more appropriate duty assignment and work
effectively, given that the candidate is provided with the
necessary tools/materials to successfully do what is indicated in
the said task sheet.
Supplies:, Paper, Pencil, Eraser, Calculator, Learning Materials,
Equipment: none
Steps/Procedure:
1. Evaluate the members strengths and abilities based on
their knowledge and their capacity to perform a task.
2. Review the duties and determine the additional and
minimum preferred requirements and qualifications and
assign each member to where their qualifications and
abilities would most fit.
3. Determine the Task. Visualize the end state when the
task is complete. Then write a single sentence to state
clearly what you must do to achieve the task. For
example, if you need to chart quarterly sales data, you
would envision in detail the final chart.
4. Determine the Conditions. What things will enhance or
limit your subordinates’ ability to accomplish the task or
mission? Here is where you establish the limits, or
ground rules. Is overtime authorized? Is there an
expense account? Are specific procedures required or
prohibited.
5. Set the Standard. You must create a concise statement
that tells exactly how the finished task will be measured.
Be as detailed as possible. When the standard has been
met, you subordinates should know for sure that the
task or mission is complete.
6. Identify their potentials, in areas where they are most
effective whether in communication, idea formation etc.
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as platform for a more effective job designation.
7. After the performance evaluation and job designation.
Set and communicate clear expectation and goals of the
organization.
8. Communicate the importance of their undestanding on
the strategy of using teams and how it would benifit the
organization attaining its communicated goals.
9. Encourage self value and the power of confidence and its
positive effect in productivity.
10. Emphasize high level of quality performance and work
value to produce high quality output.
11. Monitor the members performance and check wiggle
rooms for improvement.
Assessment Method:
Demonstration, Performance criteria checklist

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Performance Criteria Checklist for Task Sheet 1.2-1
CRITERIA
YES NO
Did you….
1. Duties and responsibilities is been allocated in
respect to the skills, knowledge and attitudes of
every team member.
2. Duties is been allocated having regard to individual
preference, domestic and personal considerations
3. Duties and responsibilities are identifies and defined
of each member.

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Dynamic Team Member

Dynamic Team Member
When you become part of a team, you accept a great responsibility. Whether
you choose to become a team member for a fun activity, or you are
appointed to a team at work, you want to be the best team member you can
be. A team is only as successful as its team members. Because of this, it is
important for you to be a contributing and dynamic team member.
How to be a dynamic team member
 Understand team dynamics. Take into consideration the varying

personalities that compose your team. The personality of each team
member has a direct effect on team performance.
 Delegate responsibilities. Each team member should be assigned a

task or series of tasks to complete. Provide a timeline so that team
members know what date their tasks should be completed.
 Complete the work that you are responsible for in a timely manner.
Consult with other team members when it is necessary. If each
member does not contribute their share of work, the team's
performance will be negatively affected.
 Communicate effectively. Great communication is the key to having a

successful team. Check in with other team members frequently to see
how they are doing with their share of the work. Share ideas and
exchange information. Host regular team meetings and exchange
contact information, including cell phone numbers and email
addresses so that team members can contact each other easily outside
of team meetings.
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 Be genuine. Accept responsibility for your own tasks. If you make a
mistake or miss a deadline, own up to it. This will show your fellow
team members that you are honest and responsible and can be
trusted.
 Be enthusiastic. Your energy and drive can be contagious. You might

be able to encourage other team members to go above and beyond
what is expected of them, which will make your team an even greater
success.

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Self-Check 1.2-2
1. How to be a dynamic team leader? Give at least six (6).

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1. How to be a dynamic team leader? Give at least six (6).

a. Understand team dynamics.
b. Delegate responsibilities.
c. Complete the work that you are responsible for in a
timely manner.
d. Communicate effectively.
e. Be genuine

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Demonstrate Leadership at Work through Team Building and People
Skills

Leaders must possess the ability to bring a team together, regardless of the
personalities involved and the dynamics of the work group. One of the
competencies of a good leader involves the ability to lead people and
facilitate a cooperative team. Because management involves so much
delegation, a good leader must be able to rely on his team members to carry
out a variety of tasks. Without a cohesive team, effective delegation and
division of duties is more difficult. You can highlight your competence as a
leader by demonstrating the essential people skills and team building
techniques that you possess.
How to Demonstrate Leadership at Work through Team Building and

People Skills
 Establish a team environment by organizing and guiding the team's

activities. Establish roles and responsibilities for each team member
and use your people skills to encourage full participation in the
process. Represent the team when gaining funding and authorization
for projects, and report the team's progress to key stakeholders within
the organization.
 Manage conflict appropriately between team members. Although

conflict cannot be avoided, a proficient leader can demonstrate her
leadership ability by encouraging a full and open discussion of the
issues while providing appropriate moderation between the parties.
Show your leadership by facilitating discussions and leading the
parties toward common ground. Coach team members on the

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importance of diverse ideas and differing opinions, and lead by
example to foster an atmosphere of respect and cooperation.
 Communicate the organization's mission to team members and help

staff to understand the contribution that the team makes to the
company's goals and strategic objectives. Display enthusiasm about
the organization's purpose and encourage team members to share
ideas about ways to meet business objectives. Implement rewards
programs and give appropriate recognition for team members who
achieve desired results.
 Handle sensitive issues with diplomacy and tact. Work to understand

internal office politics and use that knowledge to coach team members
on the best way to approach sensitive projects and complex tasks.
Demonstrate leadership by using your people skills to identify the
unspoken meaning behind others' actions. Help team members to
perceive and respond to the concerns and fears of others, even when
they may not be clearly articulated.
 Lead by example. Demonstrate your own credibility and ethical

responsibility through your actions. Treat each of your subordinates
with respect and remain available to listen to problems and concerns.
Keep your commitments and hold yourself -- and others --
accountable for individual actions.
Demonstrate your leadership by developing leadership skills in others. A
great manager acts as a mentor and coach to subordinates, developing them
to take over leadership roles within the organization.

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Self-Check 1.2-3
1. Give six(6) how to Demonstrate Leadership at Work through

Team Building and People Skills

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1. Give six(6) how to Demonstrate Leadership at Work through

Team Building and People Skills
i. Establish a team environment by organizing and guiding
the team's activities.
ii. Manage conflict appropriately between team members.
iii. Communicate the organization's mission to team
members and help staff to understand
iv. Handle sensitive issues with diplomacy and tact.

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LEARNING OUTCOME # 3 Develop effective workplace relationship
including personal values and beliefs
related to gender
CONTENTS:
1. Personal values
2. Beliefs related to gender
ASSESMENT CRITERIA:

2. Effective and appropriate contributions made to complement team
activities and objectives, based on individual skills and
procedures
CONDITIONS:
The students/trainees must be provided with the following:
1. Performance expectation worksheet

2. Relevant legal requirements
METHODOLOGIES:
1. Group discussion
ASSESSMENT METHODS:
1. Written test
3. Interview

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Learning Outcome # 3 - Develop effective workplace relationship

including personal values and beliefs related to
gender
on “Personal values” development of the Institutional
Answer Self-Check 1.3-1 Competency Evaluation Tool which
(Trainee checks answers trainers use in evaluating their trainees
against the answer key) after finishing a competency of the
Read information sheet 1.3-2 qualification.
on “Beliefs related to gender” Go through the learning activities
Answer Self-Check 1.3-2 outlined for you on the left column to
(Trainee checks answers gain the necessary information or
against the answer key) knowledge before doing the tasks to
practice on performing the requirements
of the evaluation tool.
Competency Evaluation for Develop
effective workplace relationship
including personal values and beliefs
related to gender.

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Personal Values
1. Define personal values

2. Understand and discuss: values clarification differs
from cognitive moral education
A personal value is an individual's absolute or relative and ethical value, the

assumption of which can be the basis for ethical action. A value system is a
set of consistent values and measures. A principle value is a foundation
upon which other values and measures of integrity are based.
Some values are physiologically determined and are normally considered

objective, such as a desire to avoid physical pain or to seek pleasure. Other
values are considered subjective, vary across individuals and cultures, and
are in many ways aligned with belief and belief systems. Types of values
include ethical/moral values, doctrinal/ideological (religious, political)
values, social values, and aesthetic values. It is debated whether some
values that are not clearly physiologically determined, such as altruism, are
intrinsic, and whether some, such as acquisitiveness, should be classified as
vices or virtues. Values have been studied in various disciplines:
anthropology, behavioral economics, business ethics, corporate governance,
moral philosophy, political sciences, social psychology, sociology and
theology.
Values can be defined as broad preferences concerning appropriate courses

of action or outcomes. As such, values reflect a person's sense of right and
wrong or what "ought" to be. "Equal rights for all", "Excellence deserves
admiration", and "People should be treated with respect and dignity" are
representative of values. Values tend to influence attitudes and behavior.
Personal values
Personal values provide an internal reference for what is good, beneficial,

important, useful, beautiful, desirable and constructive. Values generate
behaviour and help solve common human problems for survival by
comparative rankings of value, the results of which provide answers to
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questions of why people do what they do and in what order they choose to
do them.
Over time the public expression of personal values that groups of people find
important in their day-to-day lives, lay the foundations of law, custom and
tradition. Recent research has thereby stressed the implicit nature of value
communication.
Personal values exist in relation to cultural values, either in agreement with

or divergence from prevailing norms. A culture is a social system that shares
a set of common values, in which such values permit social expectations
and collective understandings of the good, beautiful and constructive.
Without normative personal values, there would be no cultural reference
against which to measure the virtue of individual values and so cultural
identity would disintegrate.
Cultural values
Individual cultures emphasize values which their members broadly share.

One can often identify the values of a society by noting which people receive
honor or respect. In the United States of America, for example, professional
athletes at the top levels in some sports receive more honor (measured in
terms of monetary payment) than university professors. Surveys show that
voters in the United States would not willingly elect an atheist as president,
suggesting belief in a God as a generally shared value.
Values clarification differs from cognitive moral education:
 Value clarification consists of "helping people clarify what

their livesare for and what is worth working for. It encourages students
to define their own values and to understand others' values." [3]
 Cognitive moral education builds on the belief that students should
learn to value things like democracy and justice as their moral reasoning
develops.[3]
Values relate to the norms of a culture, but they are more global and
abstract than norms. Norms provide rules for behavior in specific situations,
while values identify what should be judged as good or evil. While norms are
standards, patterns, rules and guides of expected behavior, values are
abstract concepts of what is important and worthwhile. Flying the national
flag on a holiday is a norm, but it reflects the value of patriotism. Wearing
dark clothing and appearing solemn are normative behaviors to

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manifest respect at a funeral. Different cultures reflect values differently and
to different levels of emphasis. "Over the last three decades, traditional-age
college students have shown an increased interest in personal well-being
and a decreased interest in the welfare of others." [3] Values seemed to have
changed, affecting the beliefs, and attitudes of the students.
Members take part in a culture even if each member's personal values do
not entirely agree with some of the normative values sanctioned in that
culture. This reflects an individual's ability to synthesize and extract aspects
valuable to them from the multiple subcultures they belong to.
If a group member expresses a value that seriously conflicts with the group's
norms, the group's authority may carry out various ways of
encouraging conformity or stigmatizing the non-conforming behavior of that
member. For example, imprisonment can result from conflict with social
norms that the state has established as law.[clarification needed]
Furthermore, institutions in the global economy can genuinely respect
values which are of three kinds based on a "triangle of coherence". [4] In the
first instance, a value may come to expression within the World Trade
Organization (WTO), as well as (in the second instance) within the United
Nations - particularly in the Educational, Scientific and Cultural
Organization (UNESCO) - providing a framework for global legitimacy
through accountability. In the third instance, the expertise of member-
driven international organizations and civil society depends on the
incorporation of flexibility in the rules, to preserve the expression
of identity in a globalized world.[5]
Nonetheless, in warlike economic competition, differing views may contradict
each other, particularly in the field of culture. Thus audiences in Europe
may regard a movie as an artistic creation and grant it benefits from special
treatment, while audiences in the United States may see it as mere
entertainment, whatever its artistic merits. EU policies based on the notion
of "cultural exception" can become juxtaposed with the policy of "cultural
specificity" on the liberal Anglo-Saxon side. Indeed, international
law traditionally treats films as property and the content of television
programs as a service.[citation needed] Consequently, cultural interventionist
policies can find themselves opposed to the Anglo-Saxon liberal position,
causing failures in international negotiations

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Self-Check 1.3-1 (True or False)
1. A cultural value is an individual's absolute or relative and ethical

value, the assumption of which can be the basis for ethical action.
2. A value system is a set of consistent values and measures.
3. A personal value is a foundation upon which other values and
measures of integrity are based.
4. Norms provide rules for behavior in specific situations, while values
identify what should be judged as good or evil.
5. Cognitive moral education builds on the belief that students should
learn to value things like democracy and justice as their moral
reasoning develops.

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

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Beliefs related to gender
1. Define culture, personality, gender

2. Examine the influence of culture and gender on personality
A person's culture is one of the most important environmental factors

shaping their personality (Triandis & Suh, 2002). Personality psychologists
are interested in understanding the role that culture plays in the
development of personality. Research investigating the variations of
personality traits across cultures suggests that there are both universal and
culture-specific aspects that account for these variations.
Culture and Personality
The term culture refers to all of the beliefs, customs, ideas, behaviors, and
traditions of a particular society that are passed through generations.
Culture is transmitted to people through language as well as through the
modeling of behavior, and it defines which traits and behaviors are
considered important, desirable, or undesirable.
Within a culture there are norms and behavioral expectations. These

cultural norms can dictate which personality traits are considered
important. The researcher Gordon Allport considered culture to be an
important influence on traits and defined common traits as those that are
recognized within a culture. These traits may vary from culture to culture
based on differing values, needs, and beliefs. Positive and negative traits can
be determined by cultural expectations: what is considered a positive trait in
one culture may be considered negative in another, thus resulting in
different expressions of personality across cultures.
Considering cultural influences on personality is important because Western

ideas and theories are not necessarily applicable to other cultures (Benet-
Martinez & Oishi, 2008). There is a great deal of evidence that the strength
of personality traits varies across cultures, and this is especially true when
comparing individualist cultures (such as European, North American, and
Australian cultures) and collectivist cultures (such as Asian, African, and
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South American cultures). People who live in individualist cultures tend to
believe that independence, competition, and personal achievement are
important. In contrast, people who live in collectivist cultures tend to value
social harmony, respectfulness, and group needs over individual needs.
These values influence personality in different but substantial ways; for
example, Yang (2006) found that people in individualist cultures displayed
more personally-oriented personality traits, whereas people in collectivist
cultures displayed more socially-oriented personality traits.
Gender and Personality
In much the same manner that cultural norms can influence personality
and behavior, gender norms (the behaviors that males and females are
expected to conform to in a given society) can also influence personality by
emphasizing different traits between different genders.
Ideas of appropriate behavior for each gender (masculine and feminine) vary
among cultures and tend to change over time. For example, aggression and
assertiveness have historically been emphasized as positive masculine
personality traits in the United States. Meanwhile, submissiveness and
caretaking have historically been held as ideal feminine traits. While many
gender roles remain the same, others change over time. In 1938, for
example, only 1 out of 5 Americans agreed that a married woman should
earn money in industry and business. By 1996, however, 4 out of 5
Americans approved of women working in these fields. This type of attitude
change has been accompanied by behavioral shifts that coincide with
changes in trait expectations and shifts in personal identity for men and
women.
Influence of gender roles on personality

expression
Gender roles can determine which traits

are considered positive or desirable.
These traits vary from culture to culture.

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Approaches to Studying Personality in a Cultural Context
There are three approaches that can be used to study personality in a

cultural context: the cultural-comparative approach, the indigenous
approach, and the combined approach, which incorporates elements of the
first two approaches.
 The cultural-comparative approach seeks to test Western ideas
about personality in other cultures to determine whether they can
be generalized and if they have cultural validity (Cheung van de
Vijver, & Leong, 2011). For example, researchers used the
cultural-comparative approach to test the universality of McCrae
and Costa’s Five Factor Model. They found applicability in
numerous cultures around the world, with the Big Five traits
being stable in many cultures (McCrae & Costa, 1997; McCrae et
al., 2005).

 The indigenous approach came about in reaction to the
dominance of Western approaches to the study of personality in
non-Western settings (Cheung et al., 2011). Because Western-
based personality assessments cannot fully capture the
personality constructs of other cultures, the indigenous model has
led to the development of personality assessment instruments that
are based on constructs relevant to the culture being studied
(Cheung et al., 2011).
 The third approach to cross-cultural studies of personality is

the combined approach, which serves as a bridge between
Western and indigenous psychology as a way of understanding
both universal and cultural variations in personality (Cheung et
al., 2011).

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1. The cultural-comparative approach seeks to test Western ideas about

personality in other cultures to determine whether they can be
generalized and if they have cultural validity.
2. The indigenous approach came about in reaction to the dominance of

Western approaches to the study of personality in non-Western
settings.
3. The third approach to cross-cultural studies of personality is

the combined approach, which serves as a bridge between Western
and indigenous psychology as a way of understanding both universal
and cultural variations in personality.
4. Personality can determine which traits are considered positive or

desirable. These traits vary from culture to culture.
5. The term culture refers to all of the beliefs, customs, ideas, behaviors,
and traditions of a particular society that are passed through
generations.

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

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LEARNING OUTCOME # 4 Work as a team member
CONTENTS:
1. Knowledge and skills in setting individual performance
target/expectation
2. Employee policies and procedures
ASSESMENT CRITERIA:

procedures
CONDITIONS:

METHODOLOGIES:
1. Group discussion
ASSESSMENT METHODS:
1. Written test
3. Interview

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Learning Outcome # 4 - Work as a team member

on “Knowledge and skills in development of the Institutional
setting individual performance Competency Evaluation Tool which
target/expectation” trainers use in evaluating their trainees
Answer Self-Check 1.4-1 after finishing a competency of the
(Trainee checks answers qualification.
against the answer key) Go through the learning activities
Read information sheet 1.4-2 outlined for you on the left column to
on “Employee policies and gain the necessary information or
procedures” knowledge before doing the tasks to
Answer Self-Check 1.4-2 practice on performing the requirements
(Trainee checks answers of the evaluation tool.
against the answer key) The output of this LO is a complete
team environment.

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Knowledge and skills in setting individual performance
target/expectation
1. Establish performance expectations based on client needs and

according to assigned requirements
2. Base performance expectations on individual team member’s duties
and responsibilities
3. Discuss and disseminate performance expectations to individual team
member
Team Performance Measurement Tools
It is important in most organizations and companies that teams work

together to accomplish workplace goals and make the company successful.
Managers are responsible for ensuring that teams work efficiently and do
not have any internal conflicts that will hinder or affect the company's
success. They can use a variety of team performance tools that will evaluate
the effectiveness of a team and identify where improvements need to be
made.
Performance Evaluation Software

Managers can use performance evaluation software for employee
appraisals for each individual in the team. The software will identify
the employee's strengths and weaknesses and set workplace goals
that will help them improve their performance.
360-Degree Feedback
360-degree feedback is a unique performance evaluation tool used by

an employee's manager and peers. Each member of the team
evaluates an employee and in return the employee learns how others
perceive them. The tool is effective for team evaluation because the
360-degree evaluation improves communication with team members,
provides feedback on how the team members like to be treated and
improves the team's overall effectiveness.

Date Developed:
Issued by:
January 2020
CBLM ON WORKING IN
TEAM ENVIRONMENT
QA System
Revision # 00
Coaching
Coaching is another approach to providing team evaluations. After

identifying the team's weaknesses and strengths, a manager will
coach the team on better ways to communicate and work with each
other. The manager should also identify rules and expectations for
employee behavior and how they treat each other as well as developing
rewards for the team when they work together effectively.
Individual Performance Reviews
Performance reviews are a useful tool to a company. Through these, the

employees understand their strengths and flaws in performances and can
therefore take the necessary measures to improve. Management is able to
base decisions such as promotions, pay hikes, transfers and terminations
on the basis of performance reviews.
There two main ways in which performance reviews can be conducted.

Management may choose to review the performance of an employee
individually and in isolation, or may choose to contrast the performance
with all other employees working on the team.
There are several methods in which the performances of employees can be
measured individually.
Annual Confidential Reports
This is the oldest form of performance review. Under this method, the
employee's immediate superior prepares a report on her performance
every year. In the report, the superior talks of all the high points and low
points in the employee's performance. The superior talks of whether the
subordinate met targets, her initiative and drive and behavior. The
superior summarizes her performance in an essay format and forwards it
to upper management for review. The main drawback of this technique is
that the results are always kept confidential. The subordinate does not
get feedback on the review and hence cannot improve on her
performance.
Management by Objectives
This performance review technique is designed scientifically. This has

been developed relatively recently. At the beginning of the appraisal
period, the superior allocates work to her subordinates and sets goals

Date Developed:
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and targets for each of them. At the end of the review period, the superior
evaluates the performance of each subordinate on the basis of the targets
attained. Some subordinates may have over-achieved the targets, some
may have barely reached their goals and some employees may not have
attained targets. The review by the superior becomes relatively easy, as
goals have been set in advance.
Checklists
Here, a preset questionnaire is provided to the superior. He has to mark

answers to the already formulated questions. The superior is provided
with several different alternatives to a question and he has to mark his
choice. For example, there may be a question asking about the
employee's behavior and the choices for the answer could be:
"exceptionally good," "good," "average," "poor" and "very poor." The
superior would have to provide an answer from among the five available
alternative choices. This method is highly objective in nature and there is
no room for the personal judgment of the employee's immediate superior.
Critical Incidents
With this method, the superior has to throw light on the best and worst
incidents that occurred with her subordinates. These are termed as the
critical incidents and have an influence on the employee's future with the
organization. For example, a sales employee may have attained 200
percent of his set targets and thus, this could be termed as his best
incident. The same employee may have misbehaved with a client and the
client may have revoked his contract with the company. This would have
meant a loss for the company and thus is termed as his worst incident.
Management reviews both of these incidents and then decides whether to
promote the employee, retain him in the company or terminate his
employment contract.

Date Developed:
Issued by:
January 2020
CBLM ON WORKING IN
TEAM ENVIRONMENT
QA System
Revision # 00
1. Managers are responsible for ensuring that teams work efficiently

and do not have any internal conflicts that will hinder or affect the
company's success.
2. Performance reviews are not useful tool to a company.
3. After identifying the team's weaknesses and strengths, a manager
will terminate the team on better ways to communicate and work
with each other.
4. Coaching approach is a unique performance evaluation tool used
by an employee's manager and peers. Each member of the team
evaluates an employee and in return the employee learns how
others perceive them.
5. An annual Confidential report is the oldest form of performance
review. Under this method, the employee's immediate superior
prepares a report on her performance every year.

Date Developed:
Issued by:
January 2020
CBLM ON WORKING IN
TEAM ENVIRONMENT
QA System
Revision # 00
1. True
2. False
3. False
4. False
5. True

Date Developed:
Issued by:
January 2020
CBLM ON WORKING IN
TEAM ENVIRONMENT
QA System
Revision # 00
Employee Policies and Procedures
1. Establish performance expectations based on client needs and

according to assigned requirements
2. Base performance expectations on individual team member’s duties
and responsibilities
3. Discuss and disseminate performance expectations to individual team
member
Employees Policies & Procedures
Employee policies and procedures are often published online and in print as
part of a company operating manual or personnel handbook. These
guidelines detail how employees are expected to act and how they will be
treated by the organization. Both employers and employees are protected
because they engage in relationships based on common standards.
Behavior
A broad set of personnel policies and procedures cover expected

behaviors for employees and managers. For example, employees can
consult a personnel handbook for expectations related to attendance,
dress code, customer service, smoking, telephone usage, computer
usage, solicitation, accepting gifts, outside employment and security.
Policies might also define both employer and employee responsibilities for
safety, drug testing, and preventing harassment and discrimination.
Benefits
Another broad category of policies and procedures is benefits. This

collection of policies defines what an employer will provide in the form of
tangible and intangible benefits to employees. However, employees must
meet the qualifications for each type of benefit. Examples include annual
leave, sick leave, family medical leave, funeral leave, jury duty, medical
benefits, life insurance, overtime, childcare, flexible spending accounts,
tuition reimbursement and retirement benefits. An example of a
qualification is a statement in a policy that an employee must be
Date Developed:
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Revision # 00
employed full-time for 90 days before receiving health insurance
coverage.
When an employer publishes policies and procedures, this body of

guidelines becomes a potential way to enforce an employee's rights using
legal means.
Evaluation, Classification and Compensation
Personnel policies and procedures may define how employees are

evaluated, classified and compensated. For example, a policy might
discuss how employees are evaluated during a probationary period of six
months and then once annually. A policy might also explain different
classes of workers, such as administrators, professionals and support
staff. A policy for providing additional compensation (such as raises and
bonuses) might be spelled out using a formula. Some organizations will
define a pay-for-performance scheme or assign additional compensation
according to different criteria (such as years of service and cost-of-living
adjustments).
Other HR Practices
A detailed manual may also specify additional HR practices. For example,

a government organization might explain how employees are recruited
and selected and how certain categories of workers have different rights
than other full-time employees. Also, an organization might further
describe how employees are hired, including policies regarding nepotism,
background checks, lying on an application and submitting to pre-
employment testing.
Establish Policies & Procedures
Your corporate policies and procedures are the rules you lay down for the
daily operation of the company. The policies and procedures are based on
what is best for the company and employees as well as the legal guidelines
set forth by federal, local and state authorities. Policies and procedures are
dynamic as they attempt to keep up with changing laws and a changing
work environment.
A strong policies and procedures program is essential to establishing the
company rules.

Date Developed:
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TEAM ENVIRONMENT
QA System
Revision # 00
 Schedule a monthly meeting with all managers to discuss changes
and updates to the policies and procedures. Do not rely on managers
alone to relay policy changes to employees. Notify employees of policy
and procedure changes with circulated memos and information
available on the company website.
 Integrate policy and procedures training into the new employee

orientation classes. Make sure every new employee understands the
company's policies and procedures, and that everyone has a copy of
the employee manual with the policies and procedures at their desk.
All employees should sign a statement acknowledging they have read
and understood the manual and this document should be kept in the
employee's file.
 Designate one person per department to be responsible for assisting

employees with policy issues. Those departmental policies and
procedures representatives should be given a separate monthly
training on any upcoming changes.
 Circulate hard copies of policies and procedures changes to each

employee at the beginning of every month. Let employees know that
they should replace their old employee handbook pages with the new
ones, and then study the policy changes so they understand them.
 Enforce all policies and procedures every day with each employee.
Employees learn to heed the company policies when they are forced to
adhere to them on a regular basis. Resist the temptation to ignore
small infractions as this behavior only confuses the staff and invites
all employees to "bend the rules."

Date Developed:
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TEAM ENVIRONMENT
QA System
Revision # 00
Self-Check 1.4-2
1. Give a strong policies and procedures program which is essential

in establishing the company rules.

Date Developed:
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TEAM ENVIRONMENT
QA System
Revision # 00
1. Give a strong policies and procedures program which is essential

in establishing the company rules.
i. Schedule a monthly meeting with all managers to discuss
changes and updates to the policies and procedures
ii. Integrate policy and procedures training into the new
employee orientation classes.
iii. Designate one person per department to be responsible
for assisting employees with policy issues.
iv. Circulate hard copies of policies and procedures changes
to each employee at the beginning of every month.
v. Enforce all policies and procedures every day with each
employee.

Date Developed:
Issued by:
January 2020
CBLM ON WORKING IN
TEAM ENVIRONMENT
QA System
Revision # 00
LEARNING OUTCOME # 5 Contribute to work group activities
CONTENTS:
1. Working in groups
ASSESMENT CRITERIA:

procedures
CONDITIONS:

METHODOLOGIES:
1. Group discussion
ASSESSMENT METHODS:
1. Written test
3. Interview

Date Developed:
Issued by:
January 2020
CBLM ON WORKING IN
TEAM ENVIRONMENT
QA System
Revision # 00
Learning Outcome # 5 - Contribute to work group activities

on “Working in groups” development of the Institutional
Answer Self-Check 1.5-1 Competency Evaluation Tool which
(Trainee checks answers trainers use in evaluating their trainees
against the answer key) after finishing a competency of the
qualification.
Go through the learning activities
outlined for you on the left column to
gain the necessary information or
knowledge before doing the tasks to
practice on performing the requirements
of the evaluation tool.
Competency Evaluation for Contribute
to work group activities

Date Developed:
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QA System
Revision # 00
Working in groups
1. Form effective groups

2. Devise action plans for group activity
3. Set ground rules for group activity
4. Delegate effectively
Working in groups
This information sheet introduces you to the rôle that group learning plays
within university learning, exploring the many different forms of group
activity, the skills needed for successful group collaboration and the process
of planning successful group activities.
Group work can be immensely valuable for a variety of reasons.
 share ideas and experiences

 offer an alternative to working on your own
 draw on your particular strengths and experiences
 increase the quality of output
 find ways of solving problems
 provide a supportive environment for challenging work
 develop essential skills for use throughout your career.
Group work is often assessed on more than one level. Some of the most
common are as follows:
 Group product: What is the quality of the final outcome (the

presentation or report)?
 Group process: How successfully has the group worked together? How
effectively have you managed your work?
 Individual contribution: You may be asked to submit a report focusing
on your contribution to the group activity as a whole.
 Self and peer assessment : Sometimes students are asked to assess
their own performance and/or the contributions of others. This may
or may not contribute to the final group mark.

Date Developed:
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January 2020
CBLM ON WORKING IN
TEAM ENVIRONMENT
QA System
Revision # 00
Important group skills
In order to maximise the advantages of group work you will need to be aware
of the following interpersonal skills:
 Communication - writing, talking and listening, the use of body

language
 Observation - awareness of others, overall sensitivity to the group
 Self - expression - the assertiveness to make an active contribution to
the group, without dominating the group activity
 Supporting Others - managing stressful situations, helping others
with difficult work, providing constructive comment.
They are all necessary to create a productive group environment.

Date Developed:
Issued by:
January 2020
CBLM ON WORKING IN
TEAM ENVIRONMENT
QA System
Revision # 00
1. Self - expression - writing, talking and listening, the use of body

language
2. Observation - awareness of others, overall sensitivity to the group
3. Communication - the assertiveness to make an active contribution to
the group, without dominating the group activity
4. Supporting Others - managing stressful situations, helping others
with difficult work, providing constructive comment.
5. Group work is often assessed on more than one level.

Date Developed:
Issued by:
January 2020
CBLM ON WORKING IN
TEAM ENVIRONMENT
QA System
Revision # 00
1. False
2. True
3. False
4. True
5. True

Date Developed:
Issued by:
January 2020
CBLM ON WORKING IN
TEAM ENVIRONMENT
QA System
Revision # 00

UC1 Work in Team Environement

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COMPETENCY BASED LEARNING MATERIAL

SECTOR : AUTOMOTIVE/LAND TRANSPORT

QUALIFICATION : AUTOMOTIVE SERVICING NC II

UNIT OF : WORK IN TEAM ENVIRONMENT

MODULE TITLE : WORKING IN TEAM ENVIRONMENT

The unit of competency, “Work in team environment”, is one of the

The module, Working in team environment, covers the knowledge,

In this module, you are required to go through a series of learning

 Read information sheet and complete the self-checks.

You must pass the Institutional Competency Evaluation for this

Document No. 500311106

No. Unit of Competency Module Title Code

1. Work in a team Observing gender

Working in a team 500311106

2. Participate in workplace Participating in workplace

3. Practice career Demonstrating work values

Practicing career 500311107

4 Practice occupational Practicing basic

Practicing occupational 500311108

Document No. 500311106

UNIT OF COMPETENCY : Work in team environment

MODULE TITLE : Working in team environment

MODULE DESCRIPTOR : This unit covers the skills, knowledge and

At the end of this module, you MUST be able to:

Document No. 500311106

QUALIFICATION TITLE : Automotive Servicing NC II

UNIT OF COMPETENCY : Work in team environment

MODULE TITLE : Working in team environment

Document No. 500311106

1. The role and objective of the team is identified from available

Document No. 500311106

Learning Outcome # 1 - Describe team role and scope

Document No. 500311106

After reading this information sheet, you must be able to:

1. Identify and prescribe work requirements to members

In a team-oriented environment, you contribute to the overall success of the

Twelve Cs for Team Building

Executives, managers and organization staff members universally explore

Document No. 500311106

 Clear Expectations: Has executive leadership clearly communicated

 Context: Do team members understand why they are participating on

 Commitment: Do team members want to participate on the team? Do

 Control: Does the team have enough freedom and empowerment to

 Collaboration: Does the team understand team and group process?

 Communication: Are team members clear about the priority of their

 Creative Innovation: Is the organization really interested in change?

 Consequences: Do team members feel responsible and accountable

Document No. 500311106

 Coordination: Are teams coordinated by a central leadership team

 Cultural Change: Does the organization recognize that the team-

Document No. 500311106

1. Give the twelve (12) Cs for Team Building

Document No. 500311106

1. Give the twelve (12) Cs for Team Building

Document No. 500311106

Skills and Techniques in Promoting Team Building

After reading this information sheet, you must be able to:

1. Identify and prescribe work requirements to members

4-Communication: when there are problems or successes a team has to be

Document No. 500311106

6-Hard work: Team members have to be willing to work hard on an

7-Persuade: Everyone should be encouraged to exchange, defend and then

Teamwork takes individual work for a collective good that ultimately