Professional Documents
Culture Documents
CBLM 2 Work in A Team Environment
CBLM 2 Work in A Team Environment
Sector:
ELECTRONICS SECTOR
Qualification:
Instruction Sheets:
Information Sheet – this will provide you with information (concepts,
principles and other relevant information) needed in performing
certain activities.
Worksheet – worksheets are the different forms that you need to fill-
up in certain activities that you performed.
You may have some knowledge and skills in this particular unit of
competency because you have had training in this area or you have worked
in an industry for sometimes.
If you feel that you already have the skills/knowledge in this
competency or if you have a certificate from previous training, you may
show it to your trainer and have your prior learning formally recognized.
A Trainee Record Book (TRB) is provided for you to record important
dates, jobs undertaken and other workplace events that will assist you in
providing further details to your trainer.
Work through all the information sheets and complete the activities
in each section. Do what is asked in the INSTRUCTIONAL SHEETS ,
ACTIVITY SHEETS and complete the SELF-CHECK. Suggested references
are included to supplement the materials provided in this module.
Most probably, your trainer will also be your supervisor or manager.
He/she is there to support you and show you the correct way to do things.
Ask for help.
Your trainer will tell you about the important things you need to
consider when you are completing activities and it is important that you
listen and take notes.
MODULES OF INSTRUCTIONS
ASSESSMENT CRITERIA:
PREREQUISITE : None
LEARNING OUTCOME 1
Page 4 of
CONTENTS: 59
Team Work
Team Role
Role and responsibilities
ASSESSMENT CRITERIA:
CONDITIONS:
Workplace
CD,VCD,tapes
Manuals
Handouts
Info Sheets
Written Examination
Observation
Simulation Page 5 of
Role Playing 59
Learning Objectives:
What is Team?
A smallest team consists of 2 people and the upper limit can be to the
size of the organization. The whole organization can work as a team if its
members develop a common style of working i.e., constructive and
Aside from any required technical proficiency, a wide variety of social skills
are desirable for successful teamwork, including:
1. d
2. a
3. d
4. c
Page 12 of
5. b
59
Learning objective:
Coordinator This person will have a clear view of the team objectives
and will be skilled at inviting the contribution of team members in
achieving these, rather than just pushing his or her own view. The
coordinator (or chairperson) is self disciplined and applies this
discipline to the team. They are confident and mature, and will
summarize the view of the group and will be prepared to take a
decision on the basis of this.
Plant This member is the one who is most likely to come out with
original ideas and challenge the traditional way of thinking about
things. Sometimes they become so imaginative and creative that the
team cannot see the relevance of what they are saying. However,
without the plant to scatter the seeds of new ideas the team will often
find it difficult to make any headway. The plant’s strength is in
providing major new insights and ideas for changes in direction and
not in contributing to the detail of what needs to be done. Page 14 of
59
Resource investigator The resource investigator is the group
member with the strongest contacts and networks, and is excellent at
bringing in information and support from the outside. This member
can be very enthusiastic in pursuit of the team’s goals, but cannot
always sustain this enthusiasm.
Team worker The team worker is the one who is most aware of the
others in the team, their needs and their concerns. They are sensitive
and supportive of other people’s efforts, and try to promote harmony
and reduce conflict. Team workers are particularly important when
the team is experiencing a stressful or difficult period.
Completer As the title suggests, the completer is the one who drives
the deadlines and makes sure they are achieved. The completer
usually communicates a sense of urgency which galvanises other
team members into action. They are conscientious and effective at
checking the details, which is a vital contribution, but sometimes get
‘bogged down’ in them.
Multiple Choice: Choose the letter of the correct answer from the given
choices.
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1. This person will have a clear view of the team objectives and will 59 be
skilled at inviting the contribution of team members in achieving these,
rather than just pushing his or her own view.
a. Shaper
b. Plant
c. Coordinator
d. Resource investigator
2. They are hardworking and methodical but may have some difficulty in
being flexible.
a. Implementer
b. Shaper
c. Team worker
d. Completer
a. Coordinator
b. Shaper
c. Implementer
d. Team worker
4. One who is most aware of the others in the team, their needs and their
concerns
a. Implementer
a. Completer
b. Finisher
c. Implementer
d. Shaper
SELF CHECK ASWER KEY 2.1-2
1. c Page 16 of
2. a 59
3. b
4. d
5. b
Team members don't have specific responsibilities, but their
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59
Council.
9. Resolves conflicts the
team has with other
groups.
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59
8. Write questions and
comments down to
participate when
appropriate.
9. Clarify concerns before
identifying solution
options.
10. Focus on
creatively addressing
interests rather than
selling specific
options/positions.
11. Clean up the room
(align chairs, discard
trash, etc.) before
leaving.
12. Respect requests
for confidentiality.
13. Complete
assignments between
meetings.
4. Adjusts thermostats as
Multiple Choice: Choose the letter of the correct answer from the given choices.
a. Publisher
b. Presenter
c. Manager
d. Note taker
a. Presenter
b. Time keeper
Page 26 of
Date Developed: Doc. No.
COMPETENCY BASED January `8, 2020 59
LEARNING MATERIAL IN Issued by:
Developed by: Page 1 of 59
Orlando B. Najera Revision No.
c. Worker
d. Team member
1.c
2. a
3. b
4. a
5. d
1 CONTENTS :
- Communication process
- Team structure/team roles
- Group planning and decision making
ASSESSMENT CRITERIA :
CONDITIONS :
Learning guides
Transparencies
CD’s
METHODOLOGIES:
ASSESSMENT METHODS:
LEARNING EXPERIENCES
COMMUNICATION PROCESS
Learning objectives:
Listen Actively
Look at the person who's speaking to you, nod, ask probing questions and
acknowledge what's said by paraphrasing points that have been made. If
you're unclear about something that's been said, ask for more information
to clear up any confusion before moving on. Effective communication is a
vital part of any team, so the value of good listening skills shouldn't be
underestimated.
Get Involved
Share suggestions, ideas, solutions and proposals with your team
members. Take the time to help your fellow teammates, no matter the
request. You can guarantee there will be a time in the future when you'll
need some help or advice. And if you've helped them in past, they'll be more
than happy to lend a helping hand.
Write TRUE if the statement is correct and write FALSE if the statement is
incorrect.
1.True
2.True
3. False
4. False
5. True
Learning objectives:
The team and the individual members are dependent on each other. Their
relationships play a vital role in the success of the team. As the individual
member grows and matures, so does the team.
Team building can also address itself to clarifying each member’s role on
the team. Each role can be identified and clarified. Previous ambiguities
can be brought to the surface. For some individuals, it may offer one of the
few opportunities they have had to think through thoroughly what their job
is all about and what specific tasks they are expected to carry out if the
team is to optimize its effectiveness.
Are the groups’ goals at odds? Were perceptions distorted? On what basis
were stereotypes formulated? Have some differences been caused by
misunderstandings of intention? Have words and concepts been defined
differently by each group? Answers to questions like these clarify the exact
nature of the conflict. Once the causes of the difficulty have been
identified, the groups can move to the integration phase – working to
develop solutions that will improve relations between the groups, sub-
groups, with members from each of the conflicting groups, can now be
created for further diagnosis and to begin to formulate possible alternative
actions that will improve relations.
Involving role. One initiates action. A team member may motivate others
by getting them involved in an idea or problem. The involving role consists
of asking questions of other members to "bring out" or stimulate each team
member.
Multiple Choice: Choose the letter of the correct answer from the given choices.
a. Involving role
b. Listening role
c. Supporting role
d. Compromising role
a. Involving role
b. Listening role
c. Supporting role
d. Compromising role
a. Involving role
b. Listening role
c. Supporting role
d. Compromising role
a.Involving role
b.Listening role
c.Supporting role
d.Compromising role
Many groups start out with--or quickly set up--a power structurePage that44 of
makes it clear that the chairman (or someone else in authority) will make
59
the ultimate decision. The group can generate ideas and hold free
discussion, but at any time the chairman may say that, having heard the
discussion, he or she has decided upon a given plan. Whether this method
is effective depends a great deal upon whether the chairman is a sufficiently
good listener to have culled the right information on which to make the
decision. Furthermore, if the group must also implement the decision, then
the authority-rule method produces a bare minimum of involvement by the
group (basically, they will do it because they have to, not necessarily
because they want to). Hence it undermines the potential quality of
implementation.
On the surface, this method seems completely sound, but surprisingly often
it turns out that decisions made by this method are not well implemented,
even by the group that made the decision. What is wrong? Typically, it
turns out that two kinds of psychological barriers exist:
First, the minority members often feel there was an insufficient period of
discussion for them to really get their point of view across; hence they feel
misunderstood and sometimes resentful.
Second, the minority members often feel that the voting has created two
camps within the group and that these camps are now in a win-lose
competition: The minority feels that their camp lost the first round, but that
it is just a matter of time until it can regroup, pick up some support and
win the next time a vote comes up.
In order to achieve such a condition, time must be allowed by the group for
all members to state their opposition--and to state it fully enough to get the
feeling that others really do understand them. This condition is essential if
they are later to free themselves of the preoccupation that they could have
gotten their point of view across if others had understood what they really
had in mind. Only by careful listening to the opposition can such feelings
be forestalled, thereby allowing effective group decisions to be reached.
1. Identify the Problem. Tell specifically what the problem is and how you
experience it. Cite specific examples.
"Own" the problem as yours -- and solicit the help of others in solving it,
rather than implying that it's someone else's problem that they ought to
solve. Keep in mind that if it were someone else's problem, they would be
bringing it up for discussion.
Once there seems to be a fairly clear understanding of what the problem is,
this definition should be written in very precise language. If a group is
involved, it should be displayed on a flip chart or chalkboard.
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59
2. Clarify the Problem. This step is most important when working with a
group of people. If the problem is not adequately clarified so that everyone
views it the same, the result will be that people will offer solutions to
different problems. To clarify the problem, ask someone in the group to
paraphrase the problem as they understand it. Then ask the other group
members if they see it essentially the same way. Any differences must be
resolved before going any further.
In clarifying the problem, ask the group the following questions: Who is
involved with the problem? Who is likely to be affected? Can we get them
involved in solving the problem? Who legitimately or logically should be
included in the decision? Are there others who need to be consulted prior to
a decision?
These questions assume that commitment from those involved (and affected
by the problem) is desirable in implementing any changes or solutions. The
best way to get this commitment is to include those involved and affected
by the problem in determining solutions.
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59
causes) of the problem and requires close analysis of the problem to clearly
separate the influencing from the non-influencing factors.
At this point, it becomes necessary to look for and discuss the advantages
and disadvantages of options that appear viable. The task is for the group
members to come to a mutual agreement on which solutions to actually put
into action. It is desirable for positive comments to be encouraged Page
(and49 of
negative comments to be ignored or even discouraged) about any of 59 the
solutions. One solution should be the best, of course, but none should be
labeled as a "bad idea."
6. Plan for Implementation. This requires looking at the details that must
be performed by someone for a solution to be effectively activated. Once the
required steps are identified, it means assigning these to someone for
action: it also means setting a time for completion.
8. The Action Plan. Plans are only intellectual exercises unless they are
transformed into action. This calls for people assigned responsibility for any
part of the plan to carry out their assignments according to the agreed
9. Provide for Evaluation And Accountability. After the plan has been
implemented and sufficient time has elapsed for it to have an effect, the
group should reconvene and discuss evaluation and accountability. Have
the agreed upon actions been carried out? Have people done what they said
they would do?
If they have not accomplished their assignments, it is possible that they ran
into trouble that must be considered. Or it may be that they simply need to
be reminded or held accountable for not having lived up to their end of the
contract. Once the actions have been completed, it is necessary to assess
their effectiveness. Did the solution work? If not, can a revision make it
work? What actions are necessary to implement changes?
Other Considerations
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of 59
is an indication of being "off course," requiring a correction in direction. The
exact form the correction is to take is what problem-solving is aimed at
deciding. But once the correction (the implemented solution) is made, it is
possible that, after evaluation, it will prove to be erroneous--perhaps even
throwing you farther off course than in the beginning.
If this happens, the task becomes to immediately compute what new course
will be effective. Several course corrections may be necessary before getting
back on track to where you want to go. Still, once the desired course is
attained, careful monitoring is required to avoid drifting off course again
unknowingly. Viewing problem-solving in this realistic manner can save a
lot of the frustration that comes from expecting it to always produce the
right answers.
EVIDENCE PLAN
Qualification Title
Page 54 of
Unit of Competency 59
Ways in which evidence
will be collected
Question/interview
Demonstration
Candidate’s Name:
Assessor’s Name: Page 55 of
59
Qualification:
Date of Assessment:
Assessment Center:
The performance of the candidate in the
following assessment methods – Work in a Not
Satisfactory
Team Environment Satisfactory
[Pls. check () appropriate box]
B. Written Exam
Recommendation
For re-assessment.
_______________________________________________________
For submission of document. Pls. specify (Portfolio Document)
_____________________
For issuance of COC
______________________________________________________
Candidate’s
signature: Date:
Assessor’s
Date:
signature:
Recommendation
For re-assessment.
_______________________________________________________
Page 56 of
For submission
59 of document. Pls. specify (Portfolio Document)
_____________________
For issuance of COC
______________________________________________________
Candidate’s
signature: Date:
Assessor’s
Date:
signature:
1. True
2. True
3. False Page 58 of
4. True 59
5. False
6. False
7. True
8. True
9. False
10.True
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