Professional Documents
Culture Documents
Qualification Title:
Unit of Competency
Work in a Team Environment
Module Title:
Working in a Team Environment
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How to Use This Competency – Based Learning Material
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.
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
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.
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NO UNIT OF COMPETENCIES MODULE TITLE CODE
1 Participate in workplace Participating in workplace 500311105
communication communication
2 Work in a team Working in a team 500311106
Environment Environment
3 Practice career Practicing career 500311107
Professionalism Professionalism
4 Practice Occupational health Practicing Occupational health 500311108
and safety procedures and safety procedures
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MODULE CONTENT
MODULES OF INSTRUCTIONS
ASSESSMENT CRITERIA:
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PREREQUISITE : None
LEARNING OUTCOME 1
CONTENTS:
Team Work
Team Role
Role and responsibilities
ASSESSMENT CRITERIA:
CONDITIONS:
Workplace
CD,VCD,tapes
Manuals
Handouts
Info Sheets
ASSESSMENT METHODS
Written Examination
Observation
Simulation
Role Playing
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LEARNING EXPERIENCES
Environment
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If you feel that you are now
knowledgeable on the content of
the information sheet, you can
now answer self check provided in
the module
Environment
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BUILDING RELATIONSHIP AND TEAM WORK
Learning Objectives:
What is Team?
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.
Aside from any required technical proficiency, a wide variety of social skills
are desirable for successful teamwork, including:
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SELF CHECK 2.1-1
Multiple Choice: Choose the letter of the correct answer from the given choices.
a. Listening
b. Communication
c. Sharing
d. Respecting
a. Communication
b. Persuasion
c. Participation
d. sharing
a. team
b. largest team
c. thing
d. smallest team
a. tines
b. teens
c. teams
d. times
b. helping
c. persuading
d. sharing
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SELF CHECK ANSWER KEY 2.1-1
1. d
2. a
3. d
4. c
5. b
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INFORMATION SHEET 2.1-2
TEAM ROLES
Learning objective:
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
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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 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
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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.
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SELF CHECK 2.1-2
Multiple Choice: Choose the letter of the correct answer from the given choices.
1.This person will have a clear view of the team objectives and will be
skilled at inviting the contribution of team members in achieving these,
rather than just pushing his or her own view.
a. Shaper
b. Plant
c. Coordinator
d. Resource investigator
2.They are hardworking and methodical but may have some difficulty in
being flexible.
a. Implementer
b. Shaper
c. Team worker
d. Completer
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
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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
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SELF CHECK ASWER KEY 2.1-2
1. c
2. a
3. b
4. d
5. b
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INFORMATION SHEET # 2.1-3
Team Roles and Responsibilities
Learning objectives:
1. Learn and apply the team roles and responsibilities.
2. Know the specific responsibilities of team members in a team.
Team members don't have specific responsibilities, but their
participation is critical to the team's success. Team members must
agree to:
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Be enthusiastic and committed to the team's purpose.
Be honest and keep any confidential information behind closed doors.
Share responsibility to rotate through other team roles like facilitator,
recorder, and timekeeper.
Share knowledge and expertise and not withhold information.
Ask questions, even seemingly "dumb" ones. Often the new
perspective of "inexperienced" team members can provide insight.
Fulfill duties in between meetings.
Respect the opinions and positions of others on the team, even if the
person has an opposing view or different opinion.
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groups.
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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 of
each sheet of paper a meeting orginates
produced by the team. from the Latin
3. Legibly writes what the minutus, meaning
group verbalizes onto “small”, because they
flip-chart paper or white- are meant to be short
board. and quick.
4. Posts flip-chart paper or
white-board.
5. Ensures that charts
match Notes taken by
Note taker.
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meetings. Distribution List.
3. Maintains the team's 3. Approve who receives
Distribution List. 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.
4. Adjusts thermostats as
needed or as anticipated.
1. Bring presentation 1. Approve the
Presenter(s) materials (overhead foils, objectives of the
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
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
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logically easy to follow.
7. Define what
important/specialized
words mean.
8. Provide concrete
examples
9. Explain why -- reasons
for statements and
questions.
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Multiple Choice: Choose the letter of the correct answer from the given choices.
a. Publisher
b. Presenter
c. Manager
d. Note taker
1.c
2. a
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3. b
4. a
5. d
ASSESSMENT CRITERIA :
CONDITIONS :
Learning guides
Transparencies
CD’s
METHODOLOGIES:
ASSESSMENT METHODS:
LEARNING EXPERIENCES
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Learning activities Special Instructions
COMMUNICATION PROCESS
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Learning objectives:
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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.
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Don't Blame Others
People in your group lose respect for you if you're constantly blaming others
for not meeting deadlines. You're not fooling anyone, people know who isn't
pulling his weight in a group. Pointing the finger will only make you look
cowardly. Group members understand if you have a heavy workload and
weren't able to meet a deadline. Saying something like, "I'm really sorry, but
I'll get it to you by the end of today." will earn you a lot more respect than
trying to make it seem like it's everyone else's fault that you missed your
deadline.
No Bragging
It's one thing to rejoice in your successes with the group, but don't act like
a superstar. Doing this will make others regret your personal successes and
may create tension within the group. You don't have to brag to let people
know you've done a good job, people will already know. Have faith that
people will recognize when good work is being done and that they'll let you
know how well you're doing. Your response? Something like "Thanks that
means a lot." is enough.
Listen Actively
Look at the person who's speaking to you, nod, ask probing questions and
acknowledge what's said by paraphrasing points that have been 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
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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.
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.
1.True
2.True
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3. False
4. False
5. True
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INFORMATION SHEET 2.2-2
Learning objectives:
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.
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
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
created for further diagnosis and to begin to formulate possible alternative
actions that will improve relations.
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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.
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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.
a. Involving role
b. Listening role
c. Supporting role
d. Compromising role
a. Involving role
b. Listening role
c. Supporting role
d. Compromising role
a. Involving role
b. Listening role
c. Supporting role
d. Compromising role
a.Involving role
b.Listening role
c.Supporting role
d.Compromising role
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INFORMATION SHEET 2.2-3
Learning objectives:
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
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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.
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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 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
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had in mind. Only by careful listening to the opposition can such feelings
be forestalled, thereby allowing effective group decisions to be reached.
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.
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
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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.
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.
8. The Action Plan. Plans are only intellectual exercises unless they are
transformed into action. This calls for people assigned responsibility for any
part of the plan to carry out their assignments according to the agreed
upon contract. This is the phase of problem- solving that calls for people to
do what they have said they would do.
9. Provide for Evaluation And Accountability. After the plan has been
implemented and sufficient time has elapsed for it to have an effect, the
group should reconvene and discuss evaluation and accountability. Have
the agreed upon actions been carried out? Have people done what they said
they would do?
If they have not accomplished their assignments, it is possible that they ran
into trouble that must be considered. Or it may be that they simply need to
be reminded or held accountable for not having lived up to their end of the
contract. Once the actions have been completed, it is necessary to assess
their effectiveness. Did the solution work? If not, can a revision make it
work? What actions are necessary to implement changes?
Other Considerations
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
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ANSWER KEY 2.2-3
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INSTRUMENT FOR INSTITUTIONAL ASSESSMENT
EVIDENCE PLAN
Qualification Title
Unit of Competency
Ways in which evidence will
be collected
Question/interview
Demonstration
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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 following
Not
assessment methods – Work in a Team Environment Satisfactory
Satisfactory
[Pls. check () appropriate box]
B. Written Exam
Recommendation
For re-assessment. _______________________________________________________
For submission of document. Pls. specify (Portfolio Document) _____________________
For issuance of COC ______________________________________________________
Candidate’s signature:
Date:
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:
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WRITTEN TEST
INSTITUTIONAL EVALUATION
Write TRUE if the statement is correct and write FALSE if the statement is
incorrect.
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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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