Lead Small Teams

BOOKKEEPING NC III
SUMMARY OF COMPETENCIES
No. Unit of Competency Module Title Code
Lead workplace Leading workplace

communication 500311109
1 communication
2 Lead small team Leading small team 500311110
3 Develop and practice Developing and practicing

500311111
negotiation skills negotiation skills
4 Solve problems related Solving problems related to

500311112
to work activities work activities
5 Use mathematical Using mathematical concepts

concepts and and techniques 500311113
techniques
6 Use relevant Using relevant technologies

500311114
technologies
Date Developed: Document No.

Bookkeeping March 8, 2018 Issued
NC III by:TESDA-
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Teams Maria Corazon Anastacia P.
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HOW TO USE THIS COMPETENCY-BASED LEARNING MATERIAL
Welcome!
The unit of competency, "Lead Small Team", is one of the Basic
competencies of BOOKKEEPING NCIII.
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, Job Sheets and
Performance Criteria Checklist. Follow and perform the activities on your
own. If you have questions, do not hesitate to ask for assistance from your
trainer.
Remember to:
• Work through all the information and complete the activities in each
section.
• Read information 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
is there to support you and show you the correct way to do things.
• You will be given plenty of opportunities to ask questions and practice on
the job. Make sure you practice your new skills during regular work
shifts. This way, you will improve your speed, memory and your
confidence.
• Use the Self-Checks at the end of each section to test your own progress.
Use the Performance Criteria Checklist found after the sheet to check
your own performance.
• 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 Progress Chart and Accomplishment Chart.
You need to be competent in this module before you can perform the next
module.

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RECOGNITION OF PRIOR LEARNING (RPL)
You may have some or most of the knowledge and skills covered in
this learner’s guide because you have:
• Been working for some time.

• Already completed training in this area.
If you can demonstrate to your trainer that you are competent in a

particular skill, you don’t have to do the same training again.
If you feel you have some of the skills, talk to your trainer about
having them formally recognized.
If you have qualification or Certificate of Competency from previous

training present it to your trainer.
If the skills you acquired are still relevant to the module, they maybe
become the part of the evidence you can present for RPL.
At the end of this module is a Trainer’s Record Book. Use this to

record important dates, jobs undertaken and other workplace events that
will assist you in providing further detail to your trainer or assessors.
A Record of achievements is also provided for your trainer to fill-up

once you completed the module.

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MODULE CONTENT
UNIT OF COMPETENCY : Lead Small Team
MODULE TITLE : Leading Small Team
MODULE DESCRIPTOR :
This module covers the knowledge, skills and attitude required to lead
small team including setting and maintaining team and individual
performance standard.
NOMINAL DURATION : 4 Hours
SUMMARY OF LEARNING OUTCOMES:
Upon completion of this module, the student/learner must be able to:
LO1. Provide team leadership

LO2. Assign responsibilities among members
LO3. Set performance expectation for team members
LO4. Supervise team performance.
SUMMARY OF ASSESSMENT CRITERIA:
1. Work requirements are identified and presented to members

2. Reasons for instructions and requirements are communicated to team
members.
3. Team members’ queries and concerns are recognized, discussed and
dealt with.
4. Duties and responsibilities are allocated having regard to the skills,
knowledge and aptitude required to properly undertake the assigned task
and accordingly to company policy.
5. Duties are allocated having regard to individual preference, domestic and
personal considerations, whenever possible.
6. Performance expectations are established based on client needs and
according to assignment requirements.
7. Performance expectations are based on individual team members’ duties
and area of responsibility

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8. Performance expectations are discussed and disseminated to individual
team members.
9. Monitoring of performance takes place against defined performance
criteria and/or assignment instructions and corrective action taken if
required.
10. Team members are provided with feedback, positive support and advice
on strategies to overcome any deficiencies.
11. Performance issues which cannot be rectified or addressed within the
team are referenced to appropriate personnel according to employer
policy.
12. Team members are kept informed of any changes in the priority allocated
to assignments or tasks which might impact on client/customer needs
and satisfaction.
13. Team operations are monitored to ensure that employer/client needs and
requirements are met.
14. Follow-up communication is provided on all issues affecting the team.
15. All relevant documentation is completed in accordance with company
procedures.

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LEARNING OUTCOME SUMMARY
LEARNING OUTCOME No. 1: Provide team leadership
CONTENTS:
1. Communication skills required for leading small team

2. Skills and techniques in promoting team building
3. Negotiating skills
4. Up to date dissemination of instruction and requirements to members
5. Art of listening and treating individual team members concern
PERFORMANCE CRITERIA:
1. Work requirements are identified and prescribed to members
2. Reasons for instructions and requirements are properly disseminated to team
members
3. Team members questions, problems, concerns are recognized, discussed and
dealt accordingly.
CONDITIONS:
The students/trainees must be provided with the following:
Learning materials
– Team building manual
– Catalogs
– brochures
Simulated team
METHODOLOGY:
 Tradition/lecture
 Demonstration
 Case studies

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ASSESSMENT METHODS:
 Direct observation
 Interview
LEARNING EXPERIENCES
LO No. 1
PROVIDE TEAM LEADERSHIP
Learning Activities Special Instruction
Read Information Sheet 2.1-1 Read the information sheet. After

on Communication Skills reading the learner is encourage to
required for leading small team answer self-check
Answer the self-check 2.1-1 on Compare your answer to the answer key
Communication Skills required
for leading small team
on Skills and techniques in reading the learner is encourage to
promoting team building answer self-check
Skills and techniques in
promoting team building
on Negotiating skills reading the learner is encourage to
answer self-check
Negotiating skills
on Up to date dissemination of reading the learner is encourage to
instruction and requirements answer self-check
to members
Up to date dissemination of
instruction and requirements
to members
on Art of listening and treating reading the learner is encourage to
individual team members answer self-check
concern

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Art of listening and treating
individual team members
concern

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INFORMATION SHEET No. 2.1-1
COMMUNICATION SKILLS REQUIRED FOR LEADING SMALL TEAM
Learning Objective:
After reading this INFORMATION SHEET, YOU MUST be

knowledgeable with communication skills required for leading a small team.
Businesses often ask employees to complete projects that require they

work as a team. Working together has many benefits, including the
possibility to create new friendships, a sense of group accomplishment and
distribution of responsibilities. Conversely, teamwork also may cause
tension and anxiety among employees because of poor communication.
Effective communication can eliminate much of the stress and negative
feelings sometimes associated with working closely as a team. Business
owners should encourage their employees to communicate with one another
clearly when working together. This is especially important for smaller
companies, whose employees often
To have effective communication in the work place, team members

must keep the following communication skills:
1. An open mind
2. Engage in active listening
3. Have a clear understanding of project goals and requirements.
Active listening is perhaps the most important of these. Active

listening
involves note taking, asking relevant questions and repeating what the other
person says to verify clarity.
11 Communication Skills of Effective Project Leaders
Project managers abound, but highly effective project leaders are much
harder to find. The latter are shaped not only by their technical knowledge
and capabilities, but by how effectively they communicate with others at all
levels.
Great project leaders are objective, trustworthy, focused and confident. They
lead by example, foster an energetic environment and are expert in
managing the expectations of key stakeholders. Here’s a deeper look at these
characteristics and more — plus the role communication plays in project
leaders’ success.

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Trustworthiness: Most people want to work and do business with leaders
they trust. Trust is one of the most important qualities we look for in a
leader. If people are unsure whether they can trust someone, they are less
likely to want to embrace the leader’s vision and direction.
Transparency: This goes hand-in-hand with trust. Strong leaders choose to

be transparent in their communications. They want their team to trust not
only what they say, but what they mean. There are no hidden agendas or
reading between the lines. Transparency tells people a lot about your
intentions. And unless the information is intended to be confidential,
transparency is more likely to help than hurt.
Focus and stability: In order to effectively lead, it’s imperative to focus on

key aspects of a project and remain calm under pressure. Not all projects go
as planned. In fact, most do not. But it’s during these times that project
teams look to their leaders to be rational and practice sound judgment.
Teams rely on you for the stability and level headed thinking that shows
clear focus and agility.
Objectivity and fairness: Complex projects pose more risks to team

dynamics, for example when individual stakeholders or department
objectives clash. Strong leaders are inclusive in their communications and
seek to constructively overcome these differences. Effective project leaders
actively listen to more than one side without bias and work with key
stakeholders to prioritize ideas and find the right solutions that best support
the overall strategic goals.
Confidence: Stakeholders and executives want project leaders that are

confident in their knowledge and abilities, but are not arrogant. There is a
big difference between the two: Arrogance tends to make team members
uncomfortable and reluctant, especially when sharing ideas and voicing
differing opinions. Confidence, on the other hand, allows teams to work
toward shared goals.
Leading by example: True leaders make every effort to live by the same
rules they expect of others and affirm to the team that they, too, walk the
talk. Strong project leaders foster participation by allowing team members to
utilize their strengths, they give credit where it is due and remain
professional and respectful of others at all times.
Energy and motivation: Let’s face it: No one wants a leader that is
pessimistic, negative or disengaged. With hectic schedules and projects that

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don’t always going as planned, a project leader’s disposition and
motivational abilities can mean the difference between teams that work
cohesively or in complete dysfunction. Highly effective project leaders boost
team morale and motivate. This can influence buy-in at all levels and keep
support throughout the project. According to Matt Barney, founder and
CEO of Leader Amp, persuasion is an important quality: “Leaders must
systematically influence others to execute the project to achieve shared
goals,” he says.
Consistency and flexibility: Flip-flopping is not a good strategy when it

comes to leadership. Great project leaders are reliable and consistent with
their communication quality, style, and frequency — yet still adapt based on
audience needs. Great project leaders establish themselves as reliable
communicators to develop credibility with project sponsors and flex and
adapt during change.
Accessibility: It is impossible for a project leader to be effective if he or she

is inaccessible. Team members and stakeholders need to know they can
easily access their project leader and communicate freely and without
barriers. Highly effective project leaders are never closed-off.
Clarity: Great project leaders gear their communication methods, mediums

and styles toward their audience. They also have the ability to take
something complex and make it simple in order to reach audiences at
different levels.
Mark Grimm of Mark Grimm Communications and former TV News Anchor

who has interviewed Presidents Bush and Clinton understands the
importance of leadership and simplicity and says, "Simplicity is not simple.
A leader's top communication quality is the ability to paint a clear and
vibrant picture of the company or group's true purpose."
Respect: Culture, age, gender, experience, education and communication

preferences can all impact communication methods. Highly effective project
leaders communicate in a clear and concise manner while still
demonstrating respect and value for the contributions and opinions of
others. They understand this is key in maintaining positive working
relationships.

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SELF CHECK No. 2.1-1
COMMUNICATION SKILLS REQUIRED FOR LEADING SMALL TEAM
MATCHING
Directions: Select the word or group of words that best matches the
descriptions listed.
Transparency
Clarity
Objectivity and fairness
Energy and motivation
Accessibility
1. Highly effective project leaders are never closed-off.

2. Effective project leaders actively listen to more than one side without bias
and work with key stakeholders to prioritize ideas and find the right
solutions that best support the overall strategic goals.
3. The ability of a leader to take something complex and make it simple in
order to reach audiences at different levels.
4. It tells people a lot about your intentions.
5. Highly effective project leaders boost team morale and motivate.

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ANSWER KEY No. 2.1-1
1. Accessibility
2. Objectivity and fairness
3. Clarity
4. Transparency
5. Energy and motivation

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SKILLS AND TECHNIQUES IN PROMOTING TEAM BUILDING
Learning Objective:

knowledgeable with skills and techniques in promoting team building.
Team-building activities help a group of business associates grow

closer together so that they can work together effectively. The exercises
introduce associates to each other and help them to see similarities between
themselves. Some activities teach people to trust those they will be working
with, which creates a positive workplace.
Activities to Promote Team Building
Team-building activities help a group of business associates grow closer

together so that they can work together effectively. The exercises introduce
associates to each other and help them to see similarities between
themselves. Some activities teach people to trust those they will be working
with, which creates a positive workplace.
Picture of the Team
The manager or leader gives team members a set of basic questions such as
"Where are you from?" and "What is your favorite food?" Each person
answers the questions. The group is then divided into small teams of four or
five people, fewer if the group is very small. In the small groups, people
compare their answers and combine them to create a picture of their team.
They can then write a biography or draw an image that represents the
team's picture.
You Speak, I Speak

Team member A contributes something to the discussion or introduces
herself. Before Team member B can contribute something or introduce

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himself, he must rephrase what Team member A has said. This activity can
be used during the opening session of a meeting, when people are
introducing themselves, or it can be a rule throughout a meeting to
encourage associates to listen to what others are saying. A twist on the
activity is to have the second team member respond in a positive manner to
what the first person said instead of simply rephrasing it.
Assembling Structures
Have the team build objects and structures to teach them to work as a unit.
Pick an object to have them construct, and give them a limited set of rules
and materials with which to build. For example, tell them to build an object
that will be dropped from a height of 10 feet. A fragile item, such as an egg,
must be on top of or inside the object and must not break when it is
dropped. Another option is to build something with blocks, then give each
team member a block and instruct the groups to rebuild it as a team. Each
person may touch only his own block during the rebuilding process.
Passing the Person
Similar to a trust fall, but requiring a group of at least six people, passing
the person builds trust among team members. One person volunteers to go
into the center of the circle and close her eyes. She should stand straight up
and cross her arms over her shoulders. The others surround her and stretch
out their hands toward her, as if to catch her. She slowly falls towards the
group's hands and is passed around in a circle. As the group continues to
pass her around, they can each take a step back, making the circle bigger.
The person in the middle learns to rely on her team members.
5-Minute Team-Building Exercise
Successful companies depend on strong teams, but they take time to build.
Managers use team-building exercises to build trust among team members
while having fun in the process. Five-minute team-building exercises provide
a good way to start meetings. These exercises cause team members to loosen
up and grow comfortable with each other, which allows them to effectively
listen and contribute more often.
Two Truths and a Lie
Two truths and a lie is a short team-building exercise played with a small
group of three to 10 participants. It allows team members to learn little-
known facts about each other while having fun. Each team member writes

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down two truthful statements and one lie about themselves on a piece of
paper. Then each person takes turn reading the three statements and the
other team members must guess the incorrect statement. To make the game
more interesting, team members should write down subtle statements as the
incorrect one. It makes it more difficult for people to guess the right answer,
which provides for a more interesting exercise.
Brainstorming Session
A brainstorming session offers a great way to plan and organize important

tasks using a collaborative effort from team members. The person in charge
of the session informs the team members of the topic to start brainstorming.
You must appoint a person to write down ideas as they come from team
members. Give the group three to five minutes to come up with ideas while
someone writes them down. After three to five minutes, go over ideas
suggested by team members with the group. The brainstorming session
provides a fun experience, so team members should accept other members'
ideas and encourage one another.
Your Worst/First Job
The your worst/first job exercise serves as a great team-building exercise to

do before a small team meeting. Going around the room, each person tells a
brief story of her first or worst job. To make the time go by faster, you can
ask team members to prepare their answers before coming to the meeting.
The exercise promotes a fun environment where team members easily
communicate with one another and get to know each other better.
Paper-Tearing
The manager should give out a notebook-size sheet of paper to each team
member. The manager also takes a sheet of paper. Each team member must
close his eyes while following the instructions of the manager. For example,
the manager first tells the team members to tear the paper in half. Then tear
the halves in half again, then in half again and so on. After the manager
finishes giving instructions, each team member looks to see if her torn paper
looks like their manager's torn paper. This exercise shows how well the
manager gives instructions and how well team members listen.
Five-Minute Teamwork Activities
Building a team mentality in employees and co-workers is a great way to

improve office productivity. Teamwork activities help to build trust among

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co-workers and improve workers’ communication channels. These activities
don’t have to take up a full day. Short team-building exercises can be used
to start the work day or can be conducted during a lunch break or a regular
office meeting.
Learn About Your Neighbor
Have a meeting with all available staff in attendance. Ask all employees to
learn three things about the people next to them and vice versa. This part of
the activity should only take a minute. Then, have the chairperson of the
meeting go around the room and have each individual introduce the person
next to him and share the three things he learned in 10 to 15 seconds. Use
a stopwatch to keep this exercise within the allotted time. This activity is
ideal when you have a batch of new hires or recent transfers in the office.
Trust
One game many people learned as kids in summer camp is the trust game,
which involves one person falling backward and trusting the person behind
her to catch her before she falls. Pair off your employees in the lobby or
parking lot -- anyplace where there is room to do this exercise as a group.
Line your employees up in two rows. Have row one stand two to three feet in
front of the other, facing away, and with arms stretched out at their sides.
The people behind them stand with arms forward, ready to catch their fall.
Have the first group state out loud “I trust you” as they fall backward into
their coworker's arms. Then, have them switch places and repeat the
exercise. Match employees with partners who are close in height and weight.
Relay Games
Relay in the track and field arena involves four people working together to
move a baton around a track faster than their competitors. Relay games in
the office use the same fundamentals and provide a great way to start off a
shift or the work day. Break your employees into groups of four, challenge
them to relay something such as small balloons on a spoon, papers to be
filed or individually-wrapped candies for the receptionist’s desk.
Telephone

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The game of telephone is another great throwback from childhood days and
is equally effective in the workplace. Try it in a meeting room, where
everyone is seated. Create a one- to two-sentence story and whisper it in the
ear of a person at one end of the circle. Each person whispers it into the ear
of the next until the story gets back around to you. Announce to the group
what the original story was and compare it to the final version you were told.
Consider using this exercise as a lesson in how detrimental office gossip can
be and how important it is to verify news at the source before passing it on.

SKILLS AND TECHNIQUES IN PROMOTING TEAM BUILDING
Multiple Choice:
Directions: Choose the best answer. Write the letter of your choice on a
separate sheet.
1. A kind of game that is great to reminisce your childhood days and is

equally effective in the workplace.
a. You Speak, I Speak b. Telephone game c. Learn about your

neighbor d. Paper Tearing.
2. It can be a rule throughout a meeting to encourage associates to listen to

what others are saying.
a. Paper Tearing b. Telephone game c. Brainstorming Session

d. You Speak, I Speak
3. This activity is ideal when you have a batch of new hires or recent
transfers in the office.
a. You Speak, I Speak b. Telephone game c. Learn about your

neighbor d. Paper Tearing.
4. This exercise shows how well the manager gives instructions and how
well team members listen.

5. It provides a fun experience, so team members should accept other

members' ideas and encourage one another.

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6. This exercise promotes a fun environment where team members easily

communicate with one another and get to know each other better.
a. Your Worst/First Job b. Telephone game c. Brainstorming Session

7. It allows team members to learn little-known facts about each other while
having fun.

d. Two truths and a lie

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1. B
2. D
3. C
4. A
5. C
6. A
7. D

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UP TO DATE DISSEMINATION OF INSTRUCTION AND REQUIREMENTS
TO MEMBERS
Learning Objective:

knowledgeable with up to date dissemination of instruction and
requirements to members.
What is Dissemination?
It is the process of communicating information through defined channels
and media in order to reach various target groups (e.g. national
policymakers, researchers, health, professionals, or consumers).
Purpose of Dissemination of Instruction
 Elicit immediate action
 Promote behavior change
 Share new information or insights
 Solicit support or participation
 Educate about recent findings or accomplishments
 Justify program activities.
 Prepare for an upcoming intervention or program
Key Components of Disseminating Instruction

Establish communications message
 What is the objective or purpose of your message?

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 Elicit action?
 Promote behavior change?
 Solicit support?
 What should be said?
Define the audience

 The target audience is the group that you hope will both
understand and use your information.
 Determine general information about them, such as gender,
approximate age, education level.
 Think about what is important to them, what are their
beliefs, and what do they fear.
Select the communication channel
 Familiarize yourself with communications options in the area.

 Think about the audience that a particular communication channel
reaches/
 Determine places where your target audience might gather
 Consider time and budget constraints.
Market the message
 Focus the message by selecting relevant points and

explaining who is affected.
 Present information so that it captures the audience’s
interest and focuses attention on the issue.
 Use graphics to effectively make your point.

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UP TO DATE DISSEMINATION OF INSTRUCTION AND REQUIREMENTS
TO MEMBERS
MATCHING
Directions: Select the word or group of words that best matches the
descriptions listed.
Establish communications message

Define the audience
Select the communication channel
Market the message
1. Determining places where your target audience might gather
2. The target audience is the group that you hope will both
understand and use your information.
3. Present information so that it captures the audience’s interest

and focuses attention on the issue.
4. The objective or purpose of your message.

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1. Select the communication channel

2. Define the audience
3. Market the message
4. Establish communications message

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ART OF LISTENING AND TREATING INDIVIDUAL TEAM MEMBERS’
CONCERN
Learning Objective:

knowledgeable with art of listening and treating individual team members’
concern.
Listening is a leadership responsibility that does not appear in the job

description. Those who do listen to their employees are in a much better
position to lead the increasingly diverse and multigenerational workforce.
The “one-approach-fits-all” way of thinking has become outdated and those
who embrace the high art of listening are destined to be the better, more
compassionate leaders.
Here are six effective forms of listening that will help get you started:
1. Show That You Care
When you care about your employees, they tend to work harder and aim to
exceed your expectations. Employees want to be led by those who
genuinely care about who they are and what they represent to the team and
organization at-large. Don’t just view your employees as tools and
resources for your own success – but as people and valuable assets who
bring unique capabilities and aptitudes not necessarily limited to their job
functions.

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Many leaders have told me that their employee relationships end at work.
Those relationships are short-lived. Employees want leaders who care about
their general well-being and who can be depended upon during times of
professional and personal hardships.
2. Engage Yourself
Beyond caring, engage yourself in matters important to your employees.

When they share their opinions, ask questions and encourage them to
elaborate and expand upon their perspectives. When you engage yourself
more actively, hold yourself accountable and follow-up with your employees,
they will know that you are listening, paying attention and attempting to
understand what matters most to them.
I once had a boss who told me that I had a unique way of expressing myself
in meetings. Instead of trying to mold me into being someone I wasn’t, he
embraced my style and learned to use it to help stimulate team meetings.
Many times he asked me to lead meetings when he was pulled away by the
executive team. He made me feel that he was listening because he valued
and applied what he interpreted about my style into action. To this day, I
am extremely grateful for having such a compassionate leader as a boss – as
he gave me the extra incentive to be my authentic self.
3. Be Empathetic
The workplace is fueled with the stress and pressure of each day. Because
every employee manages stress and pressure differently, it is important that
you are empathetic to how these distractors impact employee performance.
Express EXPR +0.55% your concern and show your employees that you feel
their frustrations. If you are an old-school leader, don’t be afraid to express
sentiment or feel that it will weaken your stature or authority as a leader.
Empathy is a powerful display of listening. I realize that many leaders

avoid emotional interactions, but the best leaders know how to empathize
and make themselves approachable to those who need attention. Bill
Clinton and Ronald Reagan were masters of showing empathy towards
others.
Great leaders know how to balance the head and the heart.
4. Don’t Judge Others

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Leaders that judge others are not listening. Too many times leaders make
harsh criticisms about those with a different style or approach. Instead of
judging someone, they could be learning from them (like my boss did early
on in my career).
When leaders judge, they expose their immaturity and inability to embrace
differences. These leaders may enjoy a long track record of success in one
company, but often find it difficult to make the successful transition into a
new company.
Leaders must not grow complacent. The 21st century leader must embrace
new ideas and ideals. They must be more active listeners, constantly
learning and adapting to change.
5. Be Expansively Mindful
Great leaders are extremely mindful of their surroundings. They know how
to actively listen beyond the obvious via both verbal and non-verbal
communication. They acknowledge others via body language, facial
expressions and nods. These types of leaders possess a tremendous degree
of executive presence and are tuned in to the dynamics that are taking place
around them, at all times.
Leaders that are mindful are not just hearing conversations; they are
listening to them and engaging in the dialogue. They don’t fake it, they are
taking note of what is being said and how people are saying it and are
making continuous eye-contact and gestures.
As the leader, everyone is watching your every move and action. If you
appear disconnected, you are perceived as disinterested and not listening.
Never stop being expansively mindful.
6. Don’t Interrupt
How many times has your leader rudely interrupted your train of thought?
It’s fair to say this is a common occurrence. Compassionate leaders listen
and don’t interrupt the flow of the dialogue. They embrace two-way
communication and are aware that with every interruption comes
disengagement. They earn respect from their peers by being a patient
listener.
Stay focused on what your employees are saying. Stay in the moment and
be respectful of others. Listen and become a more compassionate leader.

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Employees respect those leaders that listen, because they know how difficult
listening can be. Here are a few statistics that will really make you think
about the importance of effective listening.
 85% of what we know we have learned through listening

 Humans generally listen at a 25% comprehension rate
 In a typical business day, we spend 45% of our time listening, 30% of
our time talking, 16% reading and 9% writing
 Less than 2% of all professionals have had formal education or
learning to understand and improve listening skills and techniques

ART OF LISTENING AND TREATING INDIVIDUAL TEAM MEMBERS’
CONCERN
TRUE or FALSE
Directions: Read and understand the statements. Write the word TRUE if
the statement is correct and FALSE if the statement is not correct. Write
your answer on your answer sheet.
1. Employees respect those leaders that listen, because they know how
difficult listening can be.
2. Leaders that are not mindful are not just hearing conversations; they are
listening to them and engaging in the dialogue.
3. The 21st century leader must embrace new ideas and ideals.
4. The best leaders know how to empathize and make themselves

approachable to those who does not need attention.

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5. Employees want leaders who does not care about their general well-being
and who cannot be depended upon during times of professional and
personal hardships.
1. TRUE
2. FALSE
3. TRUE
4. FALSE
5. FALSE

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LEARNING OUTCOME No. 2: Assign Responsibilities
CONTENTS:
1. Duties and responsibilities of each team member.

2. Skills in identifying individual skills, knowledge and attitude as basis for
allocating responsibilities.
3. Knowledge in identifying each team member duties and responsibilities.
1. Duties and responsibilities are allocated having regard to the skills, knowledge
and aptitude required to properly undertake the assigned task and according
to company policy.
2. Duties are allocated having regard to individual preference, domestic and
personal considerations, whenever possible.
CONDITIONS:

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Learning materials
– Relevant legal requirements
– Manuals
METHODOLOGY:
 Tradition/lecture
 Demonstration
ASSESSMENT METHODS:
 Interview
 Case Study
LO No. 2
ASSIGN RESPONSIBILITIES

on Duties and responsibilities reading the learner is encourage to
of each team member answer self-check
Duties and responsibilities of
each team member
on Skills in Identifying reading the learner is encourage to
knowledge and attitude as answer self-check
basis for allocating
responsibilities.
Skills in Identifying knowledge
and attitude as basis for
allocating responsibilities.

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on Knowledge in identifying reading the learner is encourage to

each team member duties and answer self-check
responsibilities.
Knowledge in identifying each
team member duties and
responsibilities.

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DUTIES AND RESPONSIBILITIES OF EACH TEAM MEMBER
Learning Objective:

knowledgeable with the duties and responsibilities of each team member.
Duties and Responsibilities of Each Team Member
To produce a solution that meets the needs of stakeholders given the

resource constraints
The primary goal of the team is to meet the stakeholder needs as best they
can.
To optimize the use of those resources
Optimizing the resources should be looked at from a long term perspective.

Tasking the specialist on the team with a particular type of task may seem
optimal in the short term because the task is done quickly. In the long term
it may be more optimal to assign a new team member to train with the
specialist to do that type of task even if it takes longer to complete the
current task.
To be willing to collaborate extensively within your team including

those outside your specialty
Gone are the days when a developer could go hide in a corner and hack
away at code. Collaboration is required across all team members.
To share all information including “work in progress”
One of the keys to success is transparency. If you run into a problem, tell
the team so they can help out or at least re-plan. If you complete something
quickly, tell the team so they can work on next steps whether that be:
testing, or documenting or promoting. Everyone should know what everyone
on the team is doing all the time.

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To coach others in your skills and experience
The goal is to increase the skill set of everyone on the team so be prepared
to teach your skills to the other team members. Previously the performance
of people was assessed on their ability to perform specialty tasks. The focus
needs to shift to how well a person collaborates, shares and increases the
teams ability to perform.
To expand your knowledge and skills outside your specialty
Again, the goal is to increase the skill set of everyone including you so
everyone needs to be open to learning new skills so they can help the team
do every required task.
To validate your work as early as possible, working with others to do so
No more writing code and getting it promoted directly to production or

producing documents that haven’t been reviewed. All code should be
reviewed by another developer; non-solo development is great for this
because it reduces the feedback loop to almost zero since 2 sets of eyes are
always on the code. And all code needs to be tested against the acceptance
criteria in the user story. Nothing goes out without someone else on the
team reviewing it because it is a team responsibility to ensure quality.
To attend co-ordination meetings in person or through other means if

not collocated
The co-ordination meeting is the most important meeting of the day and
nothing else takes priority. Get to the meeting and get there on time. If you
are late then you are holding up the whole team.
To proactively look for ways to improve team performance
The retrospectives are designed to fix and improve the team’s process. Come
prepared to the meeting to discuss how the iteration went and talk about
things that went wrong and how to fix them. However, if you see something
during the iteration that can be fixed, don’t wait for the retrospective!! Bring
it up at the co-ordination meeting and suggest a fix right away.

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To avoid accepting work outside of the current iteration without
consent from the team
The team commits to complete a specific bundle of work when they start an
iteration. That means that all team members have made a commitment to
complete all the work in the iteration. If you as a team member take on work
from outside the iteration (whether it be from a colleague or an old boss or
your current boss) then it means you are not working on tasks for the
iteration and you are letting your team down. You should refuse all outside
requests for your time. If that doesn’t work tell them they need to talk to the
team lead. The team lead should refuse the request. If that doesn’t work
then tell them to talk to the Product Owner. The Product Owner should
refuse the request but offer to write it up as a user story and put it onto the
backlog for consideration.

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DUTIES AND RESPONSIBILITIES OF EACH TEAM MEMBER
TRUE or FALSE
1. Accepting work outside of the current iteration without consent from the
team is alright.
2. Collaboration is required across all team members.
3. Everyone should know what everyone on the team is doing all the time.
4. Not everyone in the team needs to be open to learning new skills.
5. Always be on time to get to the meeting.

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1. FALSE
2. TRUE
3. TRUE
4. FALSE
5. TRUE

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SKILLS IN IDENTIFYING INDIVIDUAL SKILLS, KNOWLEDGE AND
ATTITUDE AS BASIS FOR ALLOCATING RESPONSIBILITIES
Learning Objective:

knowledgeable in skills in identifying individual skills, knowledge and
attitude as basis for allocating responsibilities
We all want nothing short of the best; especially when it involves

setting up a work team. Not a single project manager can dispute the fact
that a good combination of skill and character is what makes up the
“perfect” team member-perfect not as a person, but rather as a contributing
member of the team.
When it comes down to it, we cannot all be the same despite sometimes
wanting to be. Rather it is important that we recognize the distinct skills
that each member is able to contribute to the team. So how then does the
manager or the person responsible for forming the team identify the best
skills and traits of each member?
For a start, the “best” skills and traits must be properly defined and well
understood in order for them to be identifiable.
How to Identify the Best Skills, Knowledge and Attitudes of Each Team
Member
In order to understand fully, we must first remember that specialty skills

differ from person to person. . There is always that big focus on specific
skills that apply to individuals, but in a wider overview, there are those
essential general skills and traits that each member of your team needs to
possess for the sake of harmony and productivity while working in a team
environment.
Furthermore, team-wide underlying strengths and traits often set aside

high-performance project teams from the rest of the pack. These essential
skills can be used by any project manager, in any field, to identify the
preeminent skills and traits that aim to cultivate a successful team. Here are
those crucial skills and characteristic traits that you can identify within
your team members:

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1. (Listen for) Good Communication Skills
Ultimately, teamwork is all about effective communications between

teammates and with the leadership. Noteworthy communication skills
include the ability to express oneself in a language that is clearly understood
and acknowledged. This skill also includes the capability to engage other
people in constructive dialogues that exude professionalism and decorum.
Furthermore, good communication also facilitates conflict resolution which,
even though would fall under collaboration, amounts to a skill by itself when
fully mastered.
Although communication can sometimes be recognized as a mundane skill,

is by far the most taught subject in any institution of learning. From your
very first interaction with a team member, you can tell whether
communication is a natural process or a chore. For instance, a question
asking, “tell me a bit about yourself”. From a very basic question, you can
easily spot a good communicator from the rest of the group as they have an
ease and eloquence in their speech.
2. (Check for) Basic Management Skills
Although you are responsible for the planning and operations of the project,
your team members should ideally possess the most basic project
management skills. The value of such skills is more evident in today’s world
of project management. Gone are the days when Gantt Charts were the only
reliable tools for managing projects; we are now in the era of project
management software that gives every member of the team direct access to
most components of a project. Therefore, it is advisable that each of your
team members show some basic grasp of leadership and good judgment.
By delegating certain tasks and duties to your team from time to time, you
will be in a good position to recognize each of your member’s strengths in
terms of management. The identification of such skills and the character
trait of trustworthy leadership is a very important step towards the
formation of a self-sustainable team that can take on multiple projects at
the same time.
3. (Look out for) Amicable Writing Skills
Just like good communication skills, amicable writing skills play a big part
in ensuring information is shared and passed around clearly, correctly and

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effectively. Therefore, a grasp in technical documentation will also be
inherent in a person with acceptable writing skills. Good writing skills cover
everything from untainted spelling and grammar use, to the categorical
structuring of information in a manner that flows with intent.
If you are always calling on one of your team members for clarification on a
report filed or an email sent, then that would be a clear sign of deficiency in
their writing skills. Chats, emails and reports are the order of the day, and if
someone has trouble with simple writing, then it is going to adversely affect
their contribution to the project, no matter how much they are qualified in
the work they do.
4. (Assess) Skills in Risk Management
You would think that risk management is a responsibility geared towards

only the team leader; however, this is a very essentially skill that needs to be
part of your team members’ most notable traits. Risk management must be
a shared concern amongst everyone in the team; especially if you are to
avert unwanted problems and still hope to incur a profit. This is specifically
important for teams where members have cross-functional specialties
without a skilled oversight on the tasks.
Project management tools normally help in detecting potential risks and

latent solutions by allocating work and estimating effort. If you are able to
recognize this specific skill in a team member who is able to explain and
possibly prevent potential risks before it happens, then you will have indeed
identified one of the best skills that each team member should adopt.
Final Word
A project team generally comprises of several specialists all possessing their

core skills in specific fields such as engineering, programming, development,
analysis and so on. All of them have their different skills which define them.
However, as a project manager you have to be aware of those underlying
skills and traits which are fundamental to having high performing team
members.
Which of these skills and traits have you identified so far within your team?
What other traits do you think are essential for that “perfect” team member?

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SKILLS IN IDENTIFYING INDIVIDUAL SKILLS, KNOWLEDGE AND
ATTITUDE AS BASIS FOR ALLOCATING RESPONSIBILITIES
Multiple Choice:
separate sheet.
1. This skill includes the capability to engage other people in constructive

dialogues that exude professionalism and decorum.
a. Skills in Risk Management b. Amicable Writing Skills c. Basic

Management Skills d. Good Communication Skills
2. A team member who is able to explain and possibly prevent potential

risks before it happens.

3. A grasp in technical documentation inherent in a person with acceptable

writing skills.

4. The identification of skills and the character trait of trustworthy

leadership that leads to the formation of a self-sustainable team that can
take on multiple projects at the same time.


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1. D
2. A
3. B
4. C

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KNOWLEDGE IN IDENTIFYING EACH TEAM MEMBER DUTIES AND
RESPONSIBILITIES
Learning Objective:

knowledgeable
on knowledge in identifying each team member duties and responsibilities
Identifying Duties of each team member
Team Leaders need to allocate duties to team members in such a way

that the duties are coordinated to achieve the team's goals and that team
members take responsibility for their individual duties. Allocating
appropriate duties and coordinating these duties can lead to increased
morale and motivation.
Allocating Duties to Team Members:
There are a number of factors that Team Leaders need to consider when
allocating duties to ensure that the team is effectively meeting its goals.
Team Leaders need to ensure that team members:
• Understand their duties
• Understand the duties of their team mates
• Understand how the duties interrelate in the achievement of the

team's
goals
• Have authority to coordinate activities with team mates
Understand Their Duties

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In order to be effective in their assigned duties, team members clearly need
to understand their duty and the expectations of the duty. If the
expectations are unclear then the team member may inadvertently
underachieve thus jeopardizing the successful achievement of the team
goals.
Understand the Duties of Team Mates
Understanding the duties of team mates helps ensure that team members
concentrate on their own responsibilities and that their actions do not
impinge on their team mates functions. Team members need to understand
the challenges and basic functions of other duties so that they can support
and complement their team mates.
Understand How the Duties Interrelate in the Achievement of Team

Goals
As team members take ownership of the team's goals it is important that

they understand how the different duties of each team member interrelates.
Knowing that each role is contributing towards the achievement of team
goals encourages team members to play their part and take responsibility
for their work. Understanding how the team operates increases the sense of
belonging to a team and a belief that the whole team is moving in the same
direction.
Have Authority to Coordinate Activities with team mates
It is important that team mates have the authority to coordinate their

activities with team mates. This helps ensure that obstacles can be
effectively dealt with by the team and that opportunities for improvements to
the work process can be capitalized upon.
Allocating Tasks to Team Members:
One method for allocating the appropriate type of tasks to team

members is Responsibility Charting. Responsibility Charting involves
identifying who is best suited to dealing with a situation or issue in a certain
way by identifying four duties that individuals adopt in relation to a
decision. These four duties are:

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• Information provider
• Consultant
• Decision maker
• Knowledge recipient
For example, one team member may be given the role of identifying and
providing information about a problem or issue. Another team member, who
has past experience may be consulted on appropriate options. The Team
Leader may be required to select an option and make it happen and a senior
manager may need to be informed of the decision (receive the knowledge).
Note that more than one person may take on each role. In the above
example fellow team members may have to be informed of the decision.
By consulting with team members it is possible for individuals to indicate

the role they feel they should play in any particular decision. This helps
encourage team members to adopt the duties they feel most comfortable
with. This in turn helps ensure that individuals are encouraged to take
responsibility for their duties.
However, on some occasions it is important that the Team Leader

encourages team members to take on duties that they are less inclined to
select for themselves as this aids the development of the individual and
helps ensure that the team as a whole is strengthened.

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KNOWLEDGE IN IDENTIFYING EACH TEAM MEMBER DUTIES AND
RESPONSIBILITIES
TRUE or FALSE
1. It is important that team mates have the authority to coordinate their

activities with team mates.
2. Leader may not be required to select an option and make it happen and a
senior manager may need to be informed of the decision
3. Team members need not to understand the challenges and basic
functions of other duties so that they can support and complement their
team mates.
4. Responsibility Charting is essential in allocating the appropriate type of
tasks to team members.
5. Understanding the duties of team mates helps ensure that team
members concentrate on their own responsibilities and that their actions
do not impinge on their team mates functions.

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1. TRUE
2. FALSE
3. FALSE
4. TRUE
5. TRUE

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LEARNING OUTCOME No. 3: Set Performance expectations for team
members
CONTENTS:
1. Knowledge and skills in setting individual performance target/expectation

2. Team members duties and responsibilities
3. Employee policies and procedures
4. Defining performance expectations criteria
1. Performance expectations are established based on client needs and according
to assignment requirements.
2. Performance expectations are based on individual team members’ duties and
area of responsibility.
3. Performance expectations are discussed and disseminated to individual team
members.
CONDITIONS:
– Performance expectation worksheet


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METHODOLOGY:
 Traditional/lecture
 Demonstration
 Case studies
ASSESSMENT METHODS:
 Interview
LO No. 3
SET PERFORMANCE EXPECTATIONS FOR TEAM MEMBERS

on Knowledge and skills in reading the learner is encourage to
setting individual performance answer self-check
target/expectation.
Knowledge and skills in setting
individual performance
target/expectation.
on Team members duties and reading the learner is encourage to
responsibilities. answer self-check
Team members duties and
responsibilities.
on Employee policies and reading the learner is encourage to
procedures answer self-check
Employee policies and
procedures

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on Defining expectations reading the learner is encourage to

criteria answer self-check
Defining expectations criteria

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KNOWLEDGE AND SKILLS IN SETTING INDIVIDUAL PERFORMANCE
TARGET/EXPECTATION
Learning Objective:

knowledgeable with the knowledge and skills in setting individual
performance target/expectation.
Setting expectations is one of the basic fundamentals of management;

yet, many managers fail to do this very important step effectively. Setting
expectations first requires planning. The more time you invest on the front
end, the more effective your team will be when it is in operations mode. The
second component of setting expectations requires communication skills.
People cannot read your mind, so to get your team on the same page as you,
you must communicate your expectations clearly, in a way they can be
heard, and often several times before they become internalized by others.
Unless you are experienced and well-practiced, these actions may seem
counter-intuitive at first. But they work.
Provide Structure
Providing structure starts with defining a direction and setting clear

boundaries. Your direction might come from your boss, your customers,
your own vision for the future, or even from the collective wisdom of your
team. However it comes about, it needs to be clearly articulated and spoken
about often. It ensures you are all on the same page in terms of what needs
to be accomplished.
Next, setting clear boundaries requires defining what is within the scope of
work and what is not, what appropriate behavior is and what is not, and
what productive work is and what is not. Sometimes this feels bossy; as if
you are telling people what to do. But when people have guidelines within
which to operate, they are actually more empowered to act, take initiative,
and innovate.
Clarify Roles
Take a second look at job descriptions and job duties. Do they match the
work that is actually being done? Are they an appropriate fit for the
structure you have set?

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Generally, you can expect a job description to accurately describe 50-75% of
the role. The rest may require adaptability as needs arise and priorities shift.
Keep in mind job descriptions are the baseline minimum expectation. For
those on your team seeking advancement, a career development
conversation should focus on above and beyond.
Set Motivating Goals
It is incredibly important to get goals right. When goals support key

initiatives and are aligned with the department or organization’s strategic
goals, they have a lot of power to direct work almost effortlessly. And when
work piles up, stress mounts, and we start to lose sight of how to prioritize,
goals can refocus our efforts and help keep us on track.
To be motivating, goals should make a difference, be fairly urgent, have a

measurable accomplishment tied to them, and sound challenging. There
should be a visible difference between the success and failure of a goal, the
timeframe for accomplishment should be shorter than one year, and the
completion of the goal should evoke a sense of pride.
Give and Receive Feedback
Nobody is perfect; a conversation that includes two-way feedback is one of

the best ways to ensure continued improvement, upward progress, and
ultimately, better performance. Additionally, an honest conversation where
you seek and accept feedback without defensiveness or excuses builds trust
and your relationship with your team.

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KNOWLEDGE AND SKILLS IN SETTING INDIVIDUAL PERFORMANCE
TARGET/EXPECTATION
TRUE or FALSE
1. Goals should make a difference, be fairly urgent, have a measurable

accomplishment tied to them, and sound challenging.
2. Feedback is one of the best ways to ensure continued improvement,
upward progress, and ultimately, better performance.
3. Career Development is not needed for those on your team seeking
advancement.
4. Setting clear boundaries requires defining what is within the scope of
work and what is not, what appropriate behavior is and what is not, and
what productive work is and what is not.
5. Job descriptions are the baseline minimum expectation.

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1. TRUE
2. TRUE
3. FALSE
4. TRUE
5. TRUE

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TEAM MEMBERS’ DUTIES AND RESPONSIBILITIES
Learning Objective:

knowledgeable
with the team members’ duties and responsibilities.
Duties of a Team Member
A team can achieve their goal easily when there is proper

synchronization within its members. As an individual in a team if one knows
what are his duties and responsibilities then the overall achievement will be
high and the work process also will run smooth. The basic concept is to
understand the strength and weakness of each other member.
Team members don’t have specific responsibilities, but their

participation is critical to the team’s success. Team members must agree to:
 Be enthusiastic and committed to the team’s purpose.

 Be honest and keep any confidential information behind closed doors.
 Share responsibility to rotate through other team roles like facilitator,
recorder, and timekeeper.
 Share knowledge and expertise and not withhold information.
 Ask questions, even seemingly “dumb” ones. Often the new
perspective of “inexperienced” team members can provide insight.
 Fulfill duties in between meetings.
 Respect the opinions and positions of others on the team, even if the
person has an opposing view or different opinion

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TEAM MEMBERS’ DUTIES AND RESPONSIBILITIES
TRUE or FALSE
1. Team members should fulfill their duties in between meetings.

2. Team members has the right to oppose opinions and positions of others
on the team regardless of view.
3. Keep to himself/herself knowledge and expertise learned.
4. Team members should be honest at all times.
5. Team member has the right to share/talk to others confidential
information.

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1. TRUE
2. FALSE
3. FALSE
4. TRUE
5. FALSE

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EMPLOYEE POLICIES AND PROCEDURES
Learning Objective:

knowledgeable with employee policies and procedures.
Employee policies and procedures are descriptions of how all

employees, regardless of job description or title, are expected to conduct
themselves. Employee policies and procedures are typically developed by a
company’s human resources (HR) department and distributed to all
employees in the form of a handbook. Employees are expected to use this
handbook as a guide, referring to it often to find information on the
company, as well as guidelines on vacation, sick time and pay.
Mission
While most employees are aware of a company’s general mission upon

getting hired, the precise details should be spelled out and distributed to
each employee. Mission statements include things such as sales goals and
marketing initiatives, where a company has been and where it hopes to go.
This should include top management's vision of the company.
Conduct
All employers have to set general policies regarding employee conduct. That
includes guidelines on what is considered appropriate behavior between two
employees, as well as employees and managers and employees and
customers. This section will also include information on absenteeism,
insubordination and all areas of employee conduct.
Vacation and Sick Time
Most companies offer vacation and sick time to their employees. Much of the
time, vacation is based on an employee’s experience, with those who have
spent more years at the company receiving more time. Sick time also varies,

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and an employer must detail such policies, as well as whether or not
employees will be compensated during vacation and sick time.
Compensation
Employees have a wide range of pay, but those who work for the same
company are often paid on the same day. Policies and procedures must
outline when employees will be paid, whether it be once a week or twice a
month. Employees also need to be made aware if direct deposit is available,
as well as the guidelines on bonus pay and reimbursement for mileage and
other work-related expenses.
Health Benefits
Companies that offer health benefits need to include key aspects, such as
pricing for individuals and families, in their list of employee policies and
procedures. Many companies also have a mandatory waiting period of
anywhere from 30 to 90 days before benefits become available to an
employee.
Retirement Packages
Forms of retirement are another important aspect of employee policies and

procedures. Companies must provide information on the different type of
options available.
Other Policies
Employee policies and procedures should consist of every imaginable

situation and topic, ensuring that employees understand all aspects of
working for a company. That includes policies on acceptable attire, safety,
termination and resignation, working from home and overtime.

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EMPLOYEE POLICIES AND PROCEDURES
Multiple Choice:
separate sheet.
1. This statement include things such as sales goals and marketing

initiatives, where a company has been and where it hopes to go.
a. Policies b. Mission c. Health Benefits d. Compensation
2. Policies and procedures that outlines when employees will be paid,

whether it be once a week or twice a month.
a. Policies b. Mission c. Health Benefits d. Compensation Policy
3. Policy on forms of retirement of employees and options available.
a. Mission b. Health Benefits c. Compensation Policy
d. Retirement Packages
4. Policy on employee leave of absence
a. Vacation and Sick time b. Compensation c. Health Benefits
d. Retirement Packages

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1. B
2. D
3. D
4. A

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DEFINING PERFORMANCE EXPECTATIONS CRITERIA
Learning Objective:

knowledgeable in defining performance expectations criteria.
Summary: Too often managers spend much too much time and effort
focusing on performance reviews once a year, rather than spending
their time getting each employee "aimed" properly so the employee
understands what s/he is to accomplish -- his or her goals and
objectives. This article provides valuable suggestions about how to
work with employees to set clear performance expectations, goals and
objectives.
The annual performance review.
Stating this phrase guarantees some reaction for anyone who has ever had
one, or had to give one as a supervisor or manager. In my experience in
working with organizations, that reaction is seldom positive.
The concept behind the performance review or evaluation is a good one. It is

a chance for someone to discuss their accomplishments, get feedback on
their progress, and build a plan for continuous improvement. The idea
makes sense, which is why every organization I’ve worked with has these
meetings between a supervisor and an employee.
Unfortunately, while the idea is sound, far too often, in execution, these
meetings are ineffective at best, and counter-productive at worst. While
there are many reasons why this is true, one of those reasons is that
supervisors don’t know how to do one of the most critical parts of this event
effectively setting clear performance expectations.
Without clear expectations from the previous year, the discussion becomes
too subjective one of the major (justified) reasons employees don’t find these
reviews valuable. Without clear expectations set for the coming year, people
don’t know what to work on throughout the year, beyond vague generalities
or assumptions. This then sets them up for yet another largely subjective
review next year.

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Some Criteria
These expectations should be:
- Connected to the goals and objectives of the organization
- Clear and agreed upon
- Developed jointly
Applying these three criteria to the expectations you set during these
meetings will improve the relevancy and clarity of the expectations. And by
jointly developing them you improve the commitment of the employee to
both the process and the expectations themselves.
Getting There
Once you know what successful expectations will look like with the criteria,
the next question becomes, how do we get there? Here are some tips to help
you identify, clarify and agree to performance expectations.
1. Start with organizational goals. Help the employee understand

department and organizational goals. Discuss how their work can positively
impact the achievement of those goals. Use that perspective to develop any
performance expectations that directly link their work to those goals.
2. Ask questions. One of the biggest mistakes you can make during a
performance review meeting is to do all of the talking. Get the employee to
discuss their expectations and goals for the coming year. Start by asking
questions, especially open ended ones. Perhaps you have some very specific
things you want to include - you can add your items later in the
conversation. Ask first and ask often.
3. Be quiet. If you are going to ask, you have to be quiet and listen. Be
patient. They might not have an immediate thought or they may be scared
to say much if this is a different approach than they have experienced in
these situations before. Ask the questions expectantly, rephrase them if
needed, be patient and keep your mouth shut. If you are going to jointly
create these expectations, you have to let them talk.

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4. Acknowledge their feelings and perspective. You may not agree with
everything they say. You may see their proposed expectations missing the
mark slightly. Remember this is a conversation. Don’t judge too quickly.
Even if you want to influence them to a different view, acknowledge how
they feel, even if your feeling is different.
5. Challenge them to stretch. One of the best things we can do for people is
encourage them to stretch their performance. Help people raise their
expectations a little bit more. How do you know it is a stretch? When is feels
like a challenge, but isn’t unbelievable. Setting expectations of improvement
levels that people can’t visualize achieving is likely beyond a stretch. Set
expectations that raise the bar a little and that drive people towards their
potential.
6. Be specific and descriptive. The expectations need to be descriptive and

clear. If they are vague, they are open to interpretation and won’t be met to
anyone’s satisfaction. Make them specific and write them down.
7. Restate and clarify. The meeting can’t end until you have agreement on
the expectations, and you can’t get agreement unless they are clear. Review
the notes that have been written down, and make sure that you both agree
that they say want you want them to say, and that when you both read
them in 2 days or 2 months, that they will still mean the same thing.
8. Gain agreement. Get people to commit to the expectations that have been
created. Give space for them to share concerns or frustrations, but leave
with a commitment to work towards these expectations. Your organization
may want people to sign their performance reviews or plans. Beyond those
requirements, having people sign their expectations and agreements is a
powerful piece of people committing to achieve something. So consider
having people sign, even if it isn’t a part of your organization’s process.
Taking these steps will help you create job expectations that will meet both
the organization’s and the individual’s needs. It will also be a springboard to
helping make those performance reviews more valuable for everyone.
Final Note
Perhaps as you read this list you didn’t see anything earth-shattering or
new. If so, my question to you is - are you doing all of these things, even
though you know them?

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DEFINING PERFORMANCE EXPECTATIONS CRITERIA
TRUE or FALSE
1. The concept behind the performance review or evaluation is a good one. It

is a chance for someone to discuss their accomplishments, get feedback
on their progress, and build a plan for continuous improvement.
2. Challenge is one of the best things we can do for people to encourage
them to stretch their performance.
3. Getting the employee to discuss their expectations and goals for the
coming year is not necessary.
4. The expectations of employees need to be vague for them to understand.

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1. TRUE
2. TRUE
3. FALSE
4. FALSE

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LEARNING OUTCOME No. 4: Supervise Team Performance
CONTENTS:
1. Knowledge and skills in monitoring team member performance

2. Monitoring team operation to ensure client needs and satisfaction
3. Methods of monitoring performance
4. Informal/formal counseling skills
1. Monitor team member’s performance in respect to the defined performance
2. Provide team members with feedback, positive support and advice on
strategies to overcome any difficulties
3. Inform team members of any changes in the priority allocated to assignment
or task
4. Provide communication follow-up on all issues affecting the team.
CONDITIONS:
– Performance expectation worksheet

METHODOLOGY:
 Traditional/lecture
 Demonstration
 Case studies
ASSESSMENT METHODS:
 Written Examination

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LO No. 4
SUPERVISE TEAM PERFORMANCE

on Knowledge and skills in reading the learner is encourage to
monitoring team member answer self-check
performance.
Knowledge and skills in
monitoring team member
performance.
on Monitoring team operation reading the learner is encourage to
to ensure client needs and answer self-check
satisfaction.
Monitoring team operation to
ensure client needs and
satisfaction.
on Methods of monitoring reading the learner is encourage to
performance. answer self-check
Methods of monitoring
performance.
on Informal/Formal counseling reading the learner is encourage to
skills. answer self-check
Informal/Formal counseling
skills.

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KNOWLEDGE AND SKILLS IN MONITORING TEAM MEMBER
PERFORMANCE
Learning Objective:

knowledgeable with the knowledge and skills in monitoring team member
performance.
5 Effective Metrics for Measuring Team Member Performance
There’s no doubt that tracking team member performance is important.

Talented team members will want feedback to help them grow and improve,
but beyond that, it simply makes sense to keep track of what’s going on at
your business. However, quantifying and measuring performance metrics is
easier said than done. Traditional metrics such as productivity can present
a moving target and can often be misleading. As Jeff Haden notes in an
article for Inc, “measuring is important, but measuring what you need to
measure and measuring it the right way is critical.”
There are a number of different methods to choose from for actually tracking
those metrics. The Houston Chronicle outlined regular appraisals,
productivity tests, 360-degree feedback, and management by objectives as a
few common forms of measuring individual performance metrics. That’s a lot
to consider, but there are certainly options out there that can help you
along. For instance, tools like WIRL and 7Geese aim to simplify feedback
and help team members reach their goals.
Certainly, there are a number of different metrics that can be used when it
comes to tracking how team members are doing, and the most effective ones
will depend on your business and on different team member roles. Here are
five metrics for measuring team member performance.
Team Member Performance Metric #1: Attendance
First and foremost, it’s important to look at whether a team member shows
up to work or not. Attendance is definitely worth tracking. We’ve talked
about using time and attendance data for company growth before, but team
attendance can be a useful performance metric as well. Automating time
and attendance is a great way to keep an eye on things. If a team member is
consistently showing up late, leaving early, or taking an unusual number of
sick days, they’re likely not showing their full potential.

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Poor attendance can be caused by any number of things, including a lack of
motivation, health issues, or burnout. HR World notes that absenteeism can
put extra pressure on other team members who have to make up for missing
coworkers. Furthermore, if your organization is understaffed and team
members are overworked in general, it’s best to address the problem as soon
as possible to avoid putting team health and well-being at risk.
Team Member Performance Metric #2: Helpfulness
We love helping our clients, so it isn’t surprising that we’d aim to include
helpfulness on a list of team member performance metrics. Joshua Konowe
of Konowe & Associates told All Business Experts that helpfulness is a key
performance metric at his company: “At our company, we ask: ‘Who in your
department (or another department) has been the most helpful over the past
six months to you and your operational role?’”
He adds that posing this question to team members is “a great motivator, is

totally anonymous, and identifies the real doers in the company—not just
what management believes.’” Helpfulness is important for fostering a culture
of teamwork, allowing your team to perform better when tackling difficult
tasks together. It might be difficult to measure helpfulness, but Konowe’s
method is a great place to start.
Team Member Performance Metric #3: Efficiency
Team members need to be able to complete their work on time. They should
have a good handle on the limitations provided by the time and resources
available and should be able to prioritize to get things done as efficiently as
possible. Look for missed deadlines or work that suffers as a result of
cramming for deadlines for clues as to how efficiently a team member is
working.
Attendance is important here too: if you see a team member clocking large
amounts of overtime every day, you may need to speak to them about time
management.
Team Member Performance Metric #4: Initiative
It’s nice when those you work with ask what’s needed and where they can
help. It’s even nicer when they see a need and take steps to meet it on their
own. An employee that takes initiative is definitely a sign of team
satisfaction and engagement.

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Looking at team members who take initiative is also important for growing
businesses and for rapidly changing workplaces that require people who can
adapt and be proactive. Initiative-taking is definitely a difficult metric to
measure, but a good place to start would be by keeping track of the times
you see a team member taking initiative, either with a nifty app or with good
old-fashioned pen and paper.
Team Member Performance Metric #5: Quality
The quality of work your team members put out is perhaps the most
important metric, but it is also the most difficult to define. Team members
who care about what they do and are engaged at work will likely perform
better, and it’s a good idea to recognize resulting achievements. Productivity
is more complex than simply looking at the number of sales calls put out or
the number of blog posts published. How many meaningful connections did
your salesperson actually make with the new leads? How much of your
content actually gets viewed and shared by your audience? HR World
suggests measuring the amount of work that gets rejected or needs to be
redone as a proxy for the quality of work, but it’s best to pick and design the
method that suits your business best.
Over to you
People and culture pros have their work cut out for them when it comes to
measuring and assessing team performance. How do you quantify the
performance of a rock star member of the team? Certainly, while
quantification is important, Cheryl Stein at Monster.com advised people and
culture professionals not to get too caught up in numbers and details.
At the end of the day, team members are people and not just resources to be
consumed. Stein notes that some qualities—like the propensity for
relationship building—are worth their weight in gold and should not be
overlooked. However, Stein also suggested that it’s crucial to keep an eye on
trends because a change in team performance could be a sign of something
bigger in an organization: “Declines in performance could signal shifts in the
market, or lack of buy-in to your company’s product line, marketing
strategy, mission, vision, or values.”
Stein also stressed the importance of clear communication when measuring

team member performance: “Be clear about what you want to measure and
be clear about how you deliver the news. That way everyone will know where
they stand.”

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KNOWLEDGE AND SKILLS IN MONITORING TEAM MEMBER
PERFORMANCE
MULTIPLE CHOICE:
separate sheet.
1. When those you work with ask what’s needed and where they can help.
and take steps to meet it on their own.
a. Attendance
b. Helpfulness
c. Efficiency
d. Initiative
e. Quality
2. When Team members care about what they do and are engaged at work.
a. Attendance
b. Helpfulness
c. Efficiency
d. Initiative
e. Quality
3. It is when team member shows up to work or not
a. Attendance
b. Helpfulness
c. Efficiency
d. Initiative
e. Quality

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4. It is a performance metric which is important for fostering a culture of
teamwork, allowing your team to perform better when tackling difficult
tasks together.
a. Attendance
b. Helpfulness
c. Efficiency
d. Initiative
e. Quality
5. A performance metric for in order that Team members be able to

complete their work on time.
a. Attendance
b. Helpfulness
c. Efficiency
d. Initiative
e. Quality

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1. D
2. E
3. A
4. B
5. C

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MONITORING TEAM OPERATION TO ENSURE CLIENT NEEDS AND
SATISFACTION
Learning Objective:

knowledgeable with the knowledge and skills in monitoring team operation
to ensure client needs and satisfaction
Customer service is a critical link in the development of brand loyalty,

which leads to repeat purchasing and continued residual income to the
business. Positive word of mouth from existing customers who are satisfied
with their experience, especially a company's ability to resolve service
issues, is essential to the development and sustenance of new customer
relationships. Monitoring customer service means ensuring the positive
attitudes of service staff, the effectiveness of resolutions and the ultimate
satisfaction of the customers. Listen to exchanges between members of the
service staff and between service staff and customer, and ask customers to
rate their experience in terms of their ultimate satisfaction with the process,
the personnel and the outcome.
1. Schedule weekly meetings with the customer service staff, ask if the
previous week has been generally good or bad/positive or negative to get
them talking, then sit back and listen. Listen for the overall tone and
attitude of the group for the purpose of detecting whether the group
generally sees itself as working with customers, or as pitted against them. If
the tide of internal departmental talk begins to turn adversarial, remind
them that the customers are not the enemy, but if the staff perceives them
to be the attitude communicates itself to the customer, who ultimately
comes away from the exchange unsatisfied.
2. Listen in on calls between service staff and customers, and read email
exchanges and online chats. Gauge the overall positive or negative tone, and
whether the customer was satisfied or not at the end of the exchange.
3. Create a check-box customer service questionnaire and leave one at every

cash register, table or other place of regular contact with the customer next
to a locked collection bin to encourage candor. Include categories such as
convenience of hours and location, product quality, availability and pricing,
service speed and accuracy, personnel courtesy, helpfulness of problem
resolution personnel and effectiveness of problem resolution process.

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Encourage customers to quantify their experience in terms of at least three
levels of satisfaction, such as “very satisfied,” “somewhat satisfied” and “not
satisfied” for each category, then leave a few blank lines at the bottom for
additional comments.
4. Devise a master chart for analyzing the responses that includes each of
the categories, with quantification, represented on the questionnaire.
5. Collect the questionnaires weekly and plot that week's responses all on
the same chart by placing a check mark in the appropriate category for each
customer check or comment.
6. Analyze the master chart for patterns in customer service indicated by

clusters of check marks in a specific quantifier of any one category. Make
sure to note the positive clusters, which indicate the areas which service
staff is excelling, as well as the negative, which indicates problem areas
where a change in the approach to customers is needed.
7. Discuss the patterns plotted on the master chart with service personnel
at the next weekly meeting. Laud the group as to the positive portions of the
pattern and reach a consensus as to the most effective course of action to
correct problem areas.

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MONITORING TEAM OPERATION TO ENSURE CLIENT NEEDS AND
SATISFACTION
ENUMERATION:
Directions: List some skills in Monitoring Team Operation

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ANSWER KEY NO. 2.4-2
1. Schedule weekly meetings with the customer service staff.
2. Listen in on calls between service staff and customers, and read
email exchanges and online chats.
3. Create a check-box customer service questionnaire and leave one
at every cash register, table or other place of regular contact with
the customer next to a locked collection bin to encourage candor.
4. Devise a master chart for analyzing the responses that includes
each of the categories, with quantification, represented on the
questionnaire.
5. Collect the questionnaires weekly and plot that week's responses
all on the same chart by placing a check mark in the appropriate
category for each customer check or comment.
6. Analyze the master chart for patterns in customer service indicated
by clusters of check marks in a specific quantifier of any one
category.
7. Discuss the patterns plotted on the master chart with service
personnel at the next weekly meeting.

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METHODS OF MONITORING PERFORMANCE
Learning Objective:

knowledgeable with the methods of monitoring performance.
Reasons for Performance Measurement
Aside of the very obvious reason that it is a part of any performance

management system and that without it we cannot evaluate the
achievement of the targets, there are also other reasons why we need to
measure the performance.
From company side
 The whole performance management system including the monitoring

and measurement process is designed to support the company
strategy and achievement of corporate goals
 If we don't monitor the performance of the targets we will not be able
to see if we will achieve the company strategy
 Monitoring and measurement gives us valuable inputs for any further
development and adjustment of the strategy as well as for the targets
of the years to follow
From employees and managers side
 If we don't measure the performance we won't be able to show if we

are doing a good job
 If we don't measure the performance we won't be able to make
difference between successful and unsuccessful execution, between
outstanding performance and underachievement
 By not making difference between outstanding performance and
underachievement we won't be able to recognize and reward the
overachievement, nor to correct and develop the underachievement
 This can lead to rewarding and recognizing the wrong people and not
rewarding the ones who really deserve it which will ultimately create
dissatisfaction and drop of motivation

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 The managers who don't measure the performance cannot see where
they should improve the work of their teams etc.
Setting Targets and Making Monitoring and Measurement Plan
Performance measurement starts with the target setting! Although many

may think that the monitoring and measurement phase starts after the
targets are set, it actually starts with the setting of the targets because this
is the phase when the KPIs are set and when the measurement methods and
tools are foreseen.
When setting the goals and the specific targets (KPIs) for each goal it is
important to foresee how the achievement of the target will be monitored
and measured. If a certain target cannot be measured, or is very difficult to
measure, then such target shouldn't be set.
The next step in the monitoring and measurement process would be to

define a monitoring and measurement plan. But let’s go step by step.
What is Monitoring?
Technically performance monitoring is systematical gathering and analysis

of information in parallel with the accomplishment of the task or job. In
other words it means that as the work is being done, someone has the task
to gather information and make the necessary analysis from which we
can get a clear picture on the actual performance and make necessary
decisions. This means that in order to be able to monitor the performance
first we need to know what are the goal and the KPI for that goal. Then we
need to establish monitoring and measurement tools and methods. At the
end we need to foresee the needed resources as well as the people that will
be assigned to monitor the performance.
The goal of the monitoring is to improve the efficiency and effectiveness of

the performance through constantly keeping track on the actual
performance. It also helps keep performance on the right track.
Planning the Monitoring and Measurement
It is difficult to go back and establish the monitoring and measurement

systems, methods and measures once the achievement of a certain target
has started. For example, try to measure and evaluate the achievement of a

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certain task or project without defining a monitoring and evaluation plan
prior to the start of that task or project. What will you measure? What will
you evaluate? How will you do it? Based on what?
It is difficult to go back and establish the monitoring and measurement

systems, methods and measures once the achievement of a certain target has
started
Monitoring and measurement should be part of the performance

management system and should be well planned at the time of target
setting. This plan should comprise the following:
1. Defining Key Performance Indicators (KPIs)
KPIs are measurable, traceable and visible signs / indicators that something
has been achieved or not. They are an important part of any performance
management system because they are what you actually monitor and
measure. In order to be measured the KPIs are set at the beginning of the
process, i.e. during the target setting so that assigned employees can
immediately start with gathering information.
A simple guidance on how to set KPIs is to see if the ones that we have set
justify the term Key Performance Indicator. This means that it should be a
key contributor to the success of the goal. The contributors are key only
when they make significant impact on the goal. The indicator should be a
performance measure that can be measured, quantified, adjusted and
controlled. The measure must be controllable in order to be able to adjust
and improve the performance if needed. And finally it should be an
indicator, a pointer of what we have defined to be successful
accomplishment of the specific goal.
Some examples of KPIs are revenue ($), income ($), market share (%),
number of new products on market (number), customer churn (%), employee
fluctuation (%), employee satisfaction (index) etc.
2. Defining Tools and Methods for Monitoring, Measuring and

Evaluation

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Next step after the definition of the KPIs is to define the methods, measures
and tools for gathering the necessary information for the analysis. These
directly depend on the nature of the goal and the KPI.
For example, information can be gathered from activities reports, meeting

notes, financial reports, or by surveys, interviews etc.
3. Defining Activities Plan
Now it's time to define the activities plan and schedule for monitoring. Again
it will depend on the nature of the goal and the KPI how often we will need to
gather information and make analysis. The achievement of some goals may
be measured monthly or quarterly, while other goals may require daily
measuring and monitoring.
4. Defining Resources
After the methods and tools have been defined and the activities plan has
been set we need to foresee the resources that we'll need to perform the
monitoring and measurement. This includes material, financial resources
and people.
5. Assigning People
The last step is to assign people who will perform the measurement and
monitoring.

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Elements of Monitoring
The whole monitoring and measurement process is consisted of the following

elements:
1. Setting KPIs
2. Setting up monitoring and measurement systems
3. Collecting and recording data
4. Data analysis
5. Use of information for reporting, improvement and adjustment

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METHODS OF MONITORING PERFORMANCE
ENUMERATION:
Directions: Enumerate the elements of Monitoring

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ANSWER KEY:
1. Setting KPIs
2. Setting up monitoring and measurement systems
3. Collecting and recording data
4. Data analysis
5. Use of information for reporting, improvement and adjustment

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INFORMAL/FORMAL COUNSELING SKILLS
Learning Objective:

knowledgeable with informal/formal counseling skills.

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AN OVERVIEW OF PERFORMANCE COUNSELING
Performance Counseling
Performance Counseling is conducted to improve performance or address

conduct issues. This type of counseling is outlined in the Customs Practice
Statement and Policy Guideline Performance Management. Performance
counseling can consist of:
1. Informal counseling that is related to continued feedback on

performance; and
2. Formal counseling that is related to formal processes and procedures

to address major or unresolved performance issues. A manager may
initiate formal counseling when informal counseling has not worked or
an issue or incident warrants more formal action; and Professional
counseling – this usually occurs outside Customs using a qualified
and accredited professional practitioner (such as a psychologist or
psychiatrist). These services include those that are provided as part of
EAPs (Employee Assistance Programme) and may relate to
performance issues or other personal issues.
Performance Counseling Managers have a range of responsibilities to

provide feedback to staff on their standard of work and conduct and to
effectively manage performance issues by providing performance counseling.
However receiving feedback or counseling can lead to occupational stress
and lowered morale in staff, particularly if it is not provided effectively and
sensitively. Managers need to be aware of the possible consequences when
undertaking performance counseling with their employees and seek to
minimize the possible risks associated with these processes. The Practice
Statement, Policy Guideline Performance Management for Individuals and
Teams is the key document outlining how performance management should
be conducted within Customs. The policy describes a Performance
Management Framework (framework) and performance counseling fits into
two components of that framework:
 Ongoing feedback – informal counseling is one component of this; and
 Performance Issue Management – formal counseling is one component of

this. Performance counseling, along with the other components of the
framework, aims to improve the performance of individuals and teams,
and

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ultimately the overall effectiveness and productivity of Customs through
the
development of a high performance culture. The policy is important for
performance counseling as it:
 Clearly outlines the roles and responsibilities for managers and staff in
performance management;
 Describes where, and how, counseling fits with other elements of the
framework;
 Specifies several underlying principles to guide counseling;
 Reinforces the importance of, the Values and Code of Conduct in
performance counseling; and
 Provides some advice and guidance on conducting it, including a list of
additional supporting resources.
All managers and staff need to undertake and meet their roles and
responsibilities as outlined in the policy. Where these are met, the potential
risks associated with performance counseling will be minimized.
1. Effective Informal Performance Counseling - A cooperative

approach will frequently achieve the best result. Employees are
more likely to respond to concerns about their performance in a
positive manner and seek to improve their performance if feedback
is balanced and constructive. Informal performance counseling
builds on ongoing feedback by providing an opportunity to explore
an issue in more detail in a face to face meeting.
2. Effective Formal Performance Counseling - Formal counseling is

conducted either where there has been no improvement in
performance or conducted following an informal counseling session
or the performance issue warrants immediate formal action due to
the importance or severity of the issue. This may relate to under
performance, absenteeism, or a code of conduct breach. There is
little difference between an informal counseling meeting and a
formal one as the underlying principles apply to both, although the
formal process will be fully documented and there may be
witnesses or support persons present.

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SELF CHECK NO. 2.4-4
INFORMAL/FORMAL COUNSELING SKILLS
TRUE OR FALSE

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your answer on a separate sheet.
_________1. Performance Counseling is conducted to improve performance or

address conduct issues. This type of counseling is outlined in
the Philippine Financial Reporting Standards.
_________2. Informal performance counseling builds on ongoing feedback by

providing an opportunity to explore an issue in more detail in a
face to face meeting.
_________3. Informal counseling is conducted either where there has been no

improvement in performance or conducted following a formal
counseling session or the performance issue warrants immediate
formal action due to the importance or severity of the issue.
_________4. Performance counseling, along with the other components of the

framework, aims to improve the performance of individuals and
teams, and ultimately the overall effectiveness and productivity
of
Customs through the development of a high performance
culture.
ANSWER KEY 2.4-4

1. FALSE
2. TRUE

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3. FALSE
4. TRUE
References:

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1. https://www.cio.com/article/2882199/project-management/11-
communication-skills-of-effective-project-leaders.html
2. https://www.linkedin.com/pulse/20140909010120-1073411-
five-basic-principles-for-better-negotiation-skills?
trk=portfolio_article-card_title
3. TESDA Training Regulation- Bookkeeping NC III

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Lead Small Teams

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BOOKKEEPING NC III

No. Unit of Competency Module Title Code

Lead workplace Leading workplace

2 Lead small team Leading small team 500311110

3 Develop and practice Developing and practicing

4 Solve problems related Solving problems related to

5 Use mathematical Using mathematical concepts

6 Use relevant Using relevant technologies

Date Developed: Document No.

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

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• Been working for some time.

If you can demonstrate to your trainer that you are competent in a

If you have qualification or Certificate of Competency from previous

At the end of this module is a Trainer’s Record Book. Use this to

A Record of achievements is also provided for your trainer to fill-up

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UNIT OF COMPETENCY : Lead Small Team

MODULE TITLE : Leading Small Team

NOMINAL DURATION : 4 Hours

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module, the student/learner must be able to:

LO1. Provide team leadership

SUMMARY OF ASSESSMENT CRITERIA:

1. Work requirements are identified and presented to members

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1. Communication skills required for leading small team

The students/trainees must be provided with the following:

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Read Information Sheet 2.1-1 Read the information sheet. After

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After reading this INFORMATION SHEET, YOU MUST be

Businesses often ask employees to complete projects that require they

To have effective communication in the work place, team members

Active listening is perhaps the most important of these. Active

11 Communication Skills of Effective Project Leaders

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Transparency: This goes hand-in-hand with trust. Strong leaders choose to

Focus and stability: In order to effectively lead, it’s imperative to focus on

Objectivity and fairness: Complex projects pose more risks to team

Confidence: Stakeholders and executives want project leaders that are

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Consistency and flexibility: Flip-flopping is not a good strategy when it

Accessibility: It is impossible for a project leader to be effective if he or she

Clarity: Great project leaders gear their communication methods, mediums

Mark Grimm of Mark Grimm Communications and former TV News Anchor

Respect: Culture, age, gender, experience, education and communication

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1. Highly effective project leaders are never closed-off.

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After reading this INFORMATION SHEET, YOU MUST be

Team-building activities help a group of business associates grow

Activities to Promote Team Building

Team-building activities help a group of business associates grow closer

Picture of the Team

You Speak, I Speak

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Passing the Person

5-Minute Team-Building Exercise

Two Truths and a Lie