11

TVL-IA-EIM
Quarter 1 – Module 4:
DESCRIBE TEAM ROLE ANS SCOPE
Electrical Installation and Maintenance NCII – Grade 11
Alternative Delivery Mode
Quarter 1 – Module 4: Describe Team Role and Scope
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the government
agency or office wherein the work is created shall be necessary for exploitation of such
work for profit. Such agency or office may, among other things, impose as a condition
the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright
holders. Every effort has been exerted to locate and seek permission to use these
materials from their respective copyright owners. The publisher and authors do not
represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Lester S. Barriga
Editors: Dennis S. Calinao, Gemuel C. Ibero, Howel Jay M. Caluyo
Reviewers: Dennis S. Calinao, Gemuel C. Ibero, Howel Jay M. Caluyo,
Jonathan A. Bayaton
Typesetter: Lester S. Barriga
Layout Artist: Alden B. Deguit
Management Team: Senen Priscillo P. Paulin, CESO V Rosela R. Abiera
Fay C. Luarez, TM, Ed.D., Ph.D. Maricel S. Rasid
Adolf P. Aguilar Elmar L. Cabrera
Nilita R. Ragay, Ed.D
Antonio B. Baguio

Printed in the Philippines by ________________________

Department of Education –Region VII Schools Division of Negros Oriental

Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental

Tele #: (035) 225 2376 / 541 1117
E-mail Address: negros.oriental@deped.gov.ph
 11

TVL-IA-EIM
Quarter 1 – Module 4:
DESCRIBE TEAM ROLE ANS
SCOPE
Introductory Message
For the facilitator:

Welcome to the Electrical Installation and maintenance Grade-11 Alternative

Delivery Mode (ADM) Module on Team Role and Scope!
This module was collaboratively designed, developed and reviewed by
educators both from public and private institutions to assist you, the teacher
or facilitator in helping the learners meet the standards set by the K to 12
Curriculum while overcoming their personal, social, and economic
constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this
also aims to help learners acquire the needed 21st century skills while taking
into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Furthermore, you are expected to
encourage and assist the learners as they do the tasks included in the module.

ii
For the learner:

Welcome to the Electrical Installation and Maintenance Grade-11 Alternative

Delivery Mode (ADM) Module on Team Role and Scope!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time.
You will be enabled to process the contents of the learning resource while
being an active learner.

This module has the following parts and corresponding icons:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in the
module.

This part includes an activity that aims to

check what you already know about the
What I Know
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
This is a brief drill or review to help you link
What’s In the current lesson with the previous one.

In this portion, the new lesson will be

What’s New introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.
This section provides a brief discussion of the
What is It lesson. This aims to help you discover and
understand new concepts and skills.

This comprises activities for independent

practice to solidify your understanding and
What’s More
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
This includes questions or blank
What I Have Learned sentence/paragraph to be filled in to process
what you learned from the lesson.
This section provides an activity which will
What I Can Do help you transfer your new knowledge or skill
into real life situations or concerns.

iii
 This is a task which aims to evaluate your
Assessment level of mastery in achieving the learning
competency.
In this portion, another activity will be given
Additional Activities to you to enrich your knowledge or skill of the
lesson learned.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part
of the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through
with it.
If you encounter any difficulty in answering the tasks in this module, do
not hesitate to consult your teacher or facilitator. Always bear in mind that
you are not alone.

We hope that through this material, you will experience meaningful

learning and gain deep understanding of the relevant competencies. You
can do it!

iv
 What I Need to Know

This module was designed and written with you in mind. It is here to help you
understand the principles of working in a team environment. The scope of
this module permits it to be used in many different learning situations. The
language used recognizes the diverse vocabulary level of students. The lessons
are arranged to follow the standard sequence of the course. But the order in
which you read them can be changed to correspond with the textbook you are
now using.

The module contains the lesson:

 Team Role and Scope

After going through this module, you are expected to:

1. Identify and discuss the role objective of the team identified from
available sources of information;
2. Perform the identification of the role and objective of the team based on
available sources of information;
3. Value the importance of identifying the role and objective of the team based
on available sources of information.

1
 What I Know

Identification: Choose your answer inside the box. Write only the letter in
your notebook.

A. Teamwork B. Team
C. Action Processes D. Transition Process
E. Goal Specification F. Strategy Formulation
G. Conflict Management H. Mission Analysis
I. Interpersonal Processes J. Share Information

_____1. It is a group of people who work together toward a common goal.

_____2. The most important element of teamwork.
_____3. It is defined as “a joint action by a group of people, in which each
person subordinates his or her individual interests and opinions
to the unity and efficiency of the group.”
_____4. It is the phase during which a team is formed.
_____5. It is identifying and prioritizing the tasks and activities needed to
achieve the mission.
_____6. Establishing conditions to avoid disagreement and resolving
conflict when it occurs.
_____7. Include activities that occur during both the transition and action
processes.
_____8. It is about developing a course of action to reach the goals and
achieve the mission.
_____9. It is about establishing an understanding of the overall objective.
_____10. It comprises the phase during which a team performs its work.

2
 What’s In

Team role and scope encompasses teamwork processes, characteristics, advantages

as well as its hazards with which the previous lesson on effective communication
served as the foundation of engaging in teamwork environment.

Effective communication deals with the principles of communication and the basic
communication skills needed to effectively exchange ideas within an organization. To
effectively work in a team environment, one has to impute the principles in
communication and master the needed communication skills useful in team
collaboration and its related tasks that are required to achieve an objective.

Notes to the Teacher

This module contains the topics on team role and scope that
tackles the purpose and role of teams, teamwork and its
processes, characteristics of effective teamwork, and the
team performance model.

To enhance the learners’ experience in this module, varied

activities are introduced relevant to the topic. Hence, a
thorough explanation on the use of this module is required
as well as keeping track of the learners’ progress to ensure
its effectiveness.

Continued guidance and encouragement is expected of the

facilitator within the duration of the module in order for
the learners to sustain its requirements.

3
 What’s New

TEAMWORK
By Doria Owen
Teamwork is the key to getting things done cooperatively!
Sharing ideas and listening too;
Working together to see it through.
You work with me
And I’ll work with you.
When we all work together
We get thing done!
And working together is much more fun!!

What is It

Lesson

1 Team Role and Scope

Working with Team Environment

A Team is a group of people who work together toward a common goal. Teams
have defined membership (which can be either large or small) and a set of
activities to take part in. People on a team collaborate on sets of related tasks
that are required to achieve an objective. Each member is responsible for
contributing to the team, but the group as a whole is responsible for the
team’s success.

Teams in the Workplace

Sports teams are a good example of how teams work. For instance, a
basketball team has individual players who each contribute toward the goal
of winning a game. Similarly, in business settings most work is accomplished
by teams of individuals who collaborate on activities with defined outcomes.
4
Because teams are so prevalent in business organizations, it is important for
employees to have the skills necessary to work effectively with others.

Organizations typically have many teams, and an individual is frequently a

member of more than one team. Some teams are permanent and are
responsible for ongoing activities. For instance, a team of nurses in a
maternity ward provides medical services to new mothers. While patients
come and go, the tasks involved in providing care remain stable. In other cases
a team is formed for a temporary purpose: these are called project teams and
have a defined beginning and end point linked to achieving a particular one-
time goal.

The Purpose of Teams

Organizations form teams to accomplish tasks that are too large or complex
for an individual to complete. Teams are also effective for work that requires
different types of skills and expertise. For example, the development of new
products involves understanding customer needs as well as how to design
and build a product that will meet these needs. Accordingly, a new product-
development team would include people with customer knowledge as well as
designers and engineers.

What is teamwork?

Teamwork is defined as “a joint action by a group of people, in which each

person subordinates his or her individual interests and opinions to the unity
and efficiency of the group.” This does not mean that the individual is no
longer important; however, it does mean that effective and efficient teamwork
goes beyond individual accomplishments. The most effective teamwork is
produced when all the individuals involved harmonize their contributions and
work towards a common goal.

5
 Figure 1. Teamwork

The most important element of teamwork is share information. Teamwork has

become an important part of the working culture and many businesses now
look at teamwork skills when evaluating a person for employment. Most
companies realize that teamwork is important.

Teamwork involves a set of tasks and activities performed by individuals who

collaborate with each other to achieve a common objective. That objective can
be creating a product, delivering a service, writing a report, or making a
decision. Teamwork differs from individual work in that it involves shared
responsibility for a final outcome.

Teamwork Processes

While the substance of the tasks involved in teamwork may vary from team
to team, there are three processes that are common to how teamwork gets
done: the transition process, action processes, and interpersonal processes.
During each of these processes, specific sets of activities occur.

1. The transition process is the phase during which a team is formed. Activities
include:
 Mission analysis: establishing an understanding of the overall objective
 Goal specification: identifying and prioritizing the tasks and activities
needed to achieve the mission
 Strategy formulation: developing a course of action to reach the goals
and achieve the mission

2. Action processes comprise the phase during which a team performs its
work. Activities include:

 Monitoring milestones and goals: tracking progress toward completion

of tasks and activities
 Monitoring systems: tracking the use of resources such as people,
technology, and information
 Coordination: organizing and managing the flow of team activities and
tasks
 Team monitoring and support: assisting individuals with their tasks by,
for example, providing feedback and coaching

3. Interpersonal processes include activities that occur during both the

transition and action processes. These include:

 Conflict management: establishing conditions to avoid disagreement and

resolving conflict when it occurs
 Motivation and confidence building: generating the willingness and
ability of individuals to work together to achieve the mission

6
  Affect management: helping team members to regulate their emotions as
they work together

Characteristics of Effective Teamwork

An effective team accomplishes its goals in a way that meets the standards
set by those who evaluate its performance. For instance, a team may have a
goal of delivering a new product within six months on a budget of P100,
000.00 Even if the team finishes the project on time, it can be considered
effective only if it stayed within its expected budget.

Effective teamwork requires certain conditions to be in place that will increase

the likelihood that each member’s contributions—and the effort of the group
as a whole—will lead to success. Effective teams share five characteristics:

 Shared values: a common set of beliefs and principles about how and
why the team members will work together.
 Mutual trust: confidence between team members that each puts the best
interest of the team ahead of individual priorities.
 Inspiring vision: a clear direction that motivates commitment to a
collective effort.
 Skill/talent: the combined abilities and expertise to accomplish the
required tasks and work productively with others.
 Rewards: recognition of achievement toward objectives and
reinforcement of behavior that supports the team’s work.

Effective teamwork requires that people work as a cohesive unit. These five
characteristics can help individuals collaborate with others by focusing their
efforts in a common direction and achieving an outcome that can only be
reached by working together.

The Role of Teams in Organizations

By combining various employees into strategic groups, a team-based

organization can create synergies through team processes.

A team role is a tendency to perform, contribute and interrelate with others

in a particular way. Team role shows the different types of contribution that
is make to the team.

The primary role of a team is to combine resources, competencies, skills, and

bandwidth to achieve organizational objectives. The underlying assumption of
a well-functioning team is one of synergy, which is to say that the output of a
team will be greater than the sum of each individual’s contribution without a
team architecture in place. As a result, teams are usually highly focused
groups of employees, with the role of achieving specific tasks to support
organizational success.

7
Different Kinds of Teams

Teams may be permanent or temporary, and team members may come from
the same department or different ones. Common types of teams found in
organizations include project teams, virtual teams, and cross-functional
teams.

 Project teams are created for a defined period of time to achieve a specific
goal. Members of a project team often belong to different functional
groups and are chosen to participate in the team based on specific skills
they can contribute to the project. Software development is most
commonly done by project teams.
 Virtual teams have members located in different places, often
geographically dispersed, who come together to achieve a specific
purpose. Academic researchers often work on virtual teams with
colleagues at other institutions.
 Cross-functional teams combine people from different areas, such as
marketing and engineering, to solve a problem or achieve a goal.
Healthcare services are frequently delivered by interdisciplinary teams of
nurses, doctors, and other medical specialists.

It is common for an organization to have many teams, including teams of

several types. Effective teamwork depends on choosing the type of team best
suited to the work that needs to be accomplished.

Advantages of Teamwork

The benefits of teamwork include increased efficiency, the ability to focus

different minds on the same problem, and mutual support.

1. Higher Quality Outcomes

Teamwork creates outcomes that make better use of resources and produce
richer ideas.

 Higher efficiency: Since teams combine the efforts of individuals, they

can accomplish more than an individual working alone.
 Faster speed: Because teams draw on the efforts of many contributors,
they can often complete tasks and activities in less time.
 More thoughtful ideas: Each person who works on a problem or set of
tasks may bring different information and knowledge to bear, which can
result in solutions and approaches an individual would not have
identified.
 Greater effectiveness: When people coordinate their efforts, they can
divide up roles and tasks to more thoroughly address an issue. For
example, in hospital settings teamwork has been found to increase

8
 patient safety more than when only individual efforts are made to avoid
mishaps.

2. Better Context for Individuals

The social aspect of teamwork provides a superior work experience for team
members, which can motivate higher performance.

 Mutual support: Because team members can rely on other people with
shared goals, they can receive assistance and encouragement as they
work on tasks. Such support can encourage people to achieve goals they
may not have had the confidence to have reached on their own.
 Greater sense of accomplishment: When members of a team collaborate
and take collective responsibility for outcomes, they can feel a greater
sense of accomplishment when they achieve a goal they could not have
achieved if they had worked by themselves.

The total value created by teamwork depends on the overall effectiveness of

the team effort. While we might consider simply achieving a goal a benefit of
teamwork, by taking advantage of what teamwork has to offer, an organization
can gain a broader set of benefits.

Hazards of Teamwork

Teams face challenges to effective collaboration and achieving their goals.

The collaborative nature of teams means they are subject to pitfalls that
individuals working alone do not face. Team members may not always work
well together, and focusing the efforts of individuals on shared goals presents
challenges to completing tasks as efficiently and effectively as possible. The
following pitfalls can lead to team dysfunction and failure to achieve important
organizational objectives.

1. Individuals Shirking Their Duties

Since team members share responsibility for outcomes, some individuals may
need to do additional work to make up for those not contributing their share
of effort. This can breed resentment and foster other negative feelings that can
make the team less effective. One cause of this is the failure of the team to
establish clear norms of accountability for individual contributions to the
group effort.

2. Skewed Influence over Decisions

Sometimes an individual or small number of team members can come to

dominate the rest of the group. This could be due to strong personalities,
greater abilities, or differences in status among members. When individuals
either do not feel listened to or believe their ideas are not welcome, they may
reduce their efforts.

9
3. Lack of Trust

Effective collaboration requires team members to have confidence that

everyone shares a set of goals. When that belief is missing, some individuals
may not feel comfortable sharing their ideas with the group. Lack of trust can
also lead to miscommunication and misunderstandings, which can
undermine the group’s efforts.

4. Conflicts Hamper Progress

While conflicts are a common aspect of working together and can even be
beneficial to a team, they can also negatively affect team performance. For
instance, conflict can delay progress on tasks or create other inefficiencies
in getting work done.

5. Lack of Teaming Skills

When team members do not have the collaboration skills needed to work
well with others, the overall ability of the team to function can be limited. As
a result, conflicts may be more likely to arise and more difficult to resolve.

6. Missing Task Skills

A team that does not have the expertise and knowledge needed to complete
all its tasks and activities will have trouble achieving its goals. Poor team
composition can lead to delays, higher costs, and increased risk.

7. Stuck in Formation

Sometimes the group cannot move from defining goals and outlining tasks to
executing its work plan. This may be due to poor specification of roles, tasks,
and priorities.

8. Too Many Members

The size of the team can sometimes affect its ability to function effectively.
Coordination and communication are more complex in a larger team than in
a smaller one. This complexity can mean that decisions must take into
account greater amounts of information, meetings are more challenging to
schedule, and tasks can take longer to complete.

9. Groupthink

Outcomes can suffer if team members value conflict avoidance and consensus
over making the best decisions. People can feel uncomfortable challenging the
group’s direction or otherwise speaking up for fear of breaking a team norm.
This phenomenon is known as “groupthink.” Groupthink can limit creativity,

10
lead to poor choices, or result in mistakes that might otherwise have been
avoidable.

While teams offer many benefits, their effectiveness rests on how well
members can avoid common pitfalls or minimize their negative consequences
when they occur.

Team Performance Model

Many times, team leaders will try to form groups using ice breakers, enforcing
the idea of professionalism, assuming that norms will counteract the group’s
differences, and relying solely on agendas, and activities to compensate for
the group negativity or dissatisfaction. Lee, G. V. (2009). From group to team:
Skilled facilitation moves a group from a collection of individuals to an
effective team. Journal of Staff Development, 30(5), 48–49. One new model
that illustrates a better way of developing teams is Allan Dexler, David Sibbet,
and Russ Forrester (2009)’s Team Performance Model. Drexler, A., Sibbet, D.,
& Forrester, R. (2009).

Stage 1: Orientation

In this beginning phase, group members come together and ascertain the
about the task or directive at hand. Most of the time, these individuals do not
have a work history with the other people on the team. Hence, group members
may question their purpose with the group. For that reason, team members
must be informed about how the group was formed and the reason why each
person was selected for that task. Drexler et al. noted that if a certain
individual feels unsatisfied for being on this team, then they will experience
puzzlement, indecision, and possibly fear. Moreover, if certain members feel

11
disconnect from the group, then they will focus on this disconnection and
possible make the other group members feel uncomfortable. The disconnected
group member may become more reserved and detached from the group. In
some conditions, the disconnected group member might provide some
uncalled-for comments and possibly never attain much value in the team’s
mission. For instance, one of the writers of this book was asked to be on a
group analyzing other graduate programs. It was very nerve-wrecking because
none of the group members knew each other or why they were put together.
The team leader explained that we were selected based on our experiences
and we could provide the best input.

Once the orientation stage is settled, then group members are in the process
of becoming a team. Everyone in the group has a new perception of the group
as a team, they use terms like “us,” feel a connection with the group’s purpose,
and think about the team’s possibilities for achievement.

Stage 2: Trust building

Most everyone will agree that trust is an essential element for team
performance. A team is interdependent. Thus, group members have to be able
to give up control and reliance on others so that they can execute their task.
Think about all the people you trust and how over time this trust has allowed
us to know the other person even more. In the previous example about the
group analyzing graduate programs, each person in the group had a specific
task and a deadline. Each member had to trust the other members to
complete their task otherwise the group would fail and not be able to
accomplish their goal. The same holds true in teams. The development of trust
allows teams the ability to create more efficiency. If teams lack trust, then
they will be more guarded of others, and not be willing to communicate the
truth. Teams that lack trust will also lack integrity because group members
are not expressing their true feelings and opinions. The result of these
behaviors hinder the legitimacy and genuineness of the work. At the same
time, lack of trust will prevent cooperation and collaboration among the group
members.

Stage 3: Goal Clarification

In this stage, team members are trying to figure out the team’s ultimate goal(s)
and their agenda. Team members create a shared vision with clear and
concise goals. They have explicit assumptions with each other about the goal.
In the previous example, it was at this stage that certain group members were
wary about their comments and were worried that their comments would not
be taken seriously. The team leader had to meet with the group again to
reassure them that their comments were valuable for the success of the
organization. At this stage, some members become apathetic or skeptical
about the goal. In addition, there may be some extraneous competition among
group members. The key factor in this stage is to make sure all group
members know the goal or expected outcome for the group.

12
Stage 4: Commitment

After the group is clear in their goal, there needs to be some communication
about certain roles. Group members need to collectively decide how resources,
such as time and effort will be allocated and utilized for maximum efficiency.
Each member realized that their comments were important so they worked
harder to accomplish the goal. There will be group members who will become
dependent on others to complete their task, which will delay the outcome.
There will also be some resistance from group members who may have
different perceptions in how their time and effort could be used best.

Stage 5: Implementation

Once the decision is made on how each person will contribute to the group’s
goal, then there will be a better sense of the execution of that goal. Teams are
informed with all the basic information of who, what, when, where, and why.
Teams can move forward and implement the task. They can put all their
resources, comments, and input together and finalize their task. In any event,
there may be conflicts at this stage. There may be team members that will
miss deadlines and may feel non-allied in the team’s main object. If group
members can figure out what works best, then work can be completed.

Stage 6: High Performance

When all group members know when and who is doing what towards their
team’s goals, a group reaches a state of high performance. They may realize
that the methods have been performed well, then they can be more flexible.
They are more likely to say “Wow!” at their progress and possibly surpass
expectations. In this stage, there is more interaction and synergy. Disgruntled
team members may feel disharmony or overburdened, so it is important that
the team be able to adapt and accommodate all group members to be able to
perform effectively. After the group gets into a groove, and is completed to
finishing the task, the group will be amazed at the ending results.

Stage 7: Renewal

After the team has completed their task, they may ask whether it is worth it
to continue or add new members. The team needs time to reflect on whether
they should continue, stop, or form a new team. Often team members will feel
burnout or boredom after the task has been completed. The team needs to
take time to celebrate the completion of their goals and recognize key team
members. In the previous example, the team leader took everyone out to
dinner to celebrate on a job well done!

The benefit of this model is that it allows us to understand the communication

situations that can occur during each phase. The model illustrates the
importance of having such conversations at each stage.

13
 What’s More

Exercise 1
Direction: Match column A with column B. Write your answer in your
notebook.
A B
1. Renewal a. a common set of beliefs and principles
about how and why the team members will
work together.

2. Project teams b. members are located in different places,

often geographically dispersed, who come
together to achieve a specific purpose.

3. Implementation c. group members have to be able to give

up control and reliance on others so that
they can execute their task.

4. Commitment d. in phase, group members come together

and ascertain the about the task or
directive at hand.

5. Goal Clarification e. Outcomes can suffer if team members

value conflict avoidance and consensus
over making the best decisions.

6. Trust building f. in this stage, team members are trying to

figure out the team’s ultimate goal(s) and
their agenda.

7. Virtual teams g. group members need to collectively

decide how resources, such as time and
effort will be allocated and utilized for
maximum efficiency.

8. Groupthink h. after the team has completed their task,

they may ask whether it is worth it to
continue or add new members.

9. Shared values i. teams are informed with all the basic

information of who, what, when, where,
and why.

10. Orientation j. are created for a defined period of time to

achieve a specific goal.
14
Exercise 2

Text Twist:

A. Directions: Inside Box A are jumbled letters. Arrange the letters to form
words pertaining to team role and scope. Then write the words inside Box B.
Write your answer on your notebook.

Box A Box B

1. EAMTORKW 1.
2. SARDWER 2.
3. TUSRT 3.
4. TEMNTIMMOC 4.
5. ESUVAL EDRASH 5.

B. Directions: Describe at least two of your answer in activity A.

1.
_________________________________________________________________________
___________________________________________________________________________

2.
___________________________________________________________________________
___________________________________________________________________________

What I Have Learned

Write your answers in your activity notebook.

I have learned that ________________________________________.

I have realized that ________________________________________.

I will apply ________________________________________________.

15
 What I Can Do

Activity:
Instruction: Find a partner in your home and follow the instruction of the
activity. After you have done with the activity, answer the questions below in
your notebook.
Title: Winner/Loser

Time: 5-6 minutes

Number of Participants: Two

Tools Needed: None

Rules: Partner A shares something negative that happened in their life with
Partner B. It can be a personal or work-related memory, but it has to
be true. Then Partner A discusses the same experience again, but
focuses only on the positive aspects. Partner B helps explore the
positive side of the bad experience. Afterward, they switch roles.

Objective: Participants discover how to reframe negative situations into

learning experiences together.

Questions:
1. How do you feel about the activity?
2. Describe your experience in doing the activity.
3. What have you learned from the activity?

Essay Rubrics

Areas of
Assessment A B C D
Presents ideas Presents ideas
in an original in a Ideas are too Ideas are
Ideas manner consistent general vague or
5 points manner unclear
4 points 3 points 1 point
Organization Strong and Organized Some No
organized beg/mid/end organization; organization;
beg/mid/end attempt at a lack
10 points 7 points beg/mid/end beg/mid/end
4 points 1 point
Understandin Writing shows Writing shows Writing shows Writing shows
g strong a clear adequate little

16
 understandin understandin understandin understandin
g g g g
10 points 7 points 4 points 1 point
Mechanics Few (if any) Few errors Several errors Numerous
errors errors
5 points 4 points 3 points 1 point

Assessment

A. Identification. Choose your answer from the box. Write your answer on
your notebook.

A. Goal Clarification B. Commitment

C. Orientation D. Contrived Collegiality
E. Lack of Trust F. Virtual Teams
G. High Performance H. Renewal
I. Higher Efficiency J. Cross-functional Teams

______1. A stage in team development when after the team has completed their
task, they may ask whether it is worth it to continue or add new
members.
______2. In this stage, team members are trying to figure out the team’s
ultimate goal(s) and their agenda.
______3. In this beginning phase, group members come together and ascertain
the about the task or directive at hand.
______4. Everyone works on similar jobs as quickly as possible, they don’t
discuss anything, make poor judgment decisions, and are more
concern with completion than quality.
______5. Since teams combine the efforts of individuals, they can accomplish
more than an individual working alone.
______6. Can also lead to miscommunication and misunderstandings, which
can undermine the group’s efforts.
______7. Group members need to collectively decide how resources, such as
time and effort will be allocated and utilized for maximum efficiency.
______8. A stage in team development when all group members know when
and who is doing what towards their team’s goals, a group reaches a
state of high performance.
______9. Have members located in different places, often geographically
dispersed, who come together to achieve a specific purpose.
______10. Combine people from different areas, such as marketing and
engineering, to solve a problem or achieve a goal.

B. Write TRUE if the statement is correct and FALSE if the statement is wrong.
Write your answers on your activity notebooks.

17
_____ 1. When all group members know when and who is doing what towards
their team’s goals, a group reaches a state of high performance.
_____ 2. The development of trust allows teams the ability to create more
projects.
_____ 3. Sometimes a large number of team members can come to dominate
the rest of the group.
_____ 4. Teams may be permanent or temporary, and team members may
come from the same department or different ones.
_____ 5. Effective teamwork requires that people work as a cohesive unit.

Additional Activities

Activity:
Instruction: Make your own interpretation of teamwork through drawing. Describe
your work in 5 to 10 sentences. Use your notebook for this activity.

Rubrics for Drawing:

Composition/Design 50%
Balance in composition created 25%
Evidence of planning and following out ideas 25%

Creativity/Originality 20%
Generates a variety of ideas 10%
Uniqueness 10%

Effort/Perseverance 10 %
Ability to meet deadline

Craftsmanship/Skill 20%
Paper clean, no smudges, erased well 10%
Consistency in marks throughout project 10%

Total 100%

18
 Essay Rubrics

Areas of
Assessment A B C D
Presents ideas Presents ideas Ideas are too Ideas are
in an original in a general vague or
Ideas manner consistent unclear
5 points manner 3 points 1 point
4 points
Organization Strong and Organized Some No
organized beg/mid/end organization; organization;
beg/mid/end attempt at a lack
10 points 7 points beg/mid/end beg/mid/end
4 points 1 point
Understandin Writing shows Writing shows Writing shows Writing shows
g strong a clear adequate little
understandin understandin understandin understandin
g g g g
10 points 7 points 4 points 1 point
Mechanics Few (if any) Few errors Several errors Numerous
errors errors
5 points 4 points 3 points 1 point

19
 20
WHAT’S MORE
Exercise 1
1. h
2. j
3. i
4. g
5. f
6. c
7. b ASSESSMENT
8. e
9. a A.
10. d 1. H
2. A
Exercise 2 3. C
1. TEAMWORK 4. D
2. REWARDS 5. I
3. TRUST 6. E
4. COMMITMENT 7. B
5. SHARED VALUES 8. G
Description: 9. F
1. Teamwork involves a set of tasks 10. J
and activities performed by individuals
who collaborate with each other to B.
achieve a common objective. 1. TRUE
2. Rewards are recognition of 2. FALSE
achievement toward objectives and 3. FALSE
reinforcement of behavior that 4. TRUE
supports the team’s work. 5. TRUE
3. Trust is the confidence between
team members that each puts the best
interest of the team ahead of individual WHAT I KNOW
priorities.
4. Commitment is when group 1. B
members need to collectively decide 2. J
how resources, such as time and effort 3. A
will be allocated and utilized for 4. D
maximum efficiency. 5. E
5. Shared values are common set of 6. G
beliefs and principles about how 7. I
and why the team members will 8. F
work together. 9. H
10. C
Answer Key
References

“Defining Teams and Teamwork.” Lumenlearning.com. Accessed June 10,

2020.https://courses.lumenlearning.com/boundlessmanagement/chapter/
defining-teams-and-teamwork/

Argote, L. & McGrath, J.D., ‘Group Processes in Organizations: Continuity

and Change’, International Review of Industrial and Organizational
Psychology, vol. 8, C.L. Cooper & I.T. Robertson (eds), John Wiley &Sons,
New York. 1993

Brower, M.J., ‘Empowering Teams: What, Why and How’, Empowerment in

Organizations, vol. 3, no. 1, pp. 13-25. 1995

Carr, C., ‘Planning Priorities for Empowered Teams’, Journal of Business

Strategy, vol. 13, no. 5, p. 43. 1992

Dianna (2006) Teams: Teamwork and Teambuilding, Prentice Hall, New

York. Fajana S. (2002) Human Resources Management: An Introductory,
Labofin and Company, Lagos.

Field, S.W. & Swift, K.G. 1996, Effecting a Quality Change: An Engineering
Approach, Arnold, London.

Heap, N. 1996, ‘Building the Organizational Team’, Industrial and

Commercial Training, vol. 28, no. 3, pp.3-7.

Katzenbach, J.R. & Smith, D.K. 1993, The Wisdom of Teams, McKinsey
&Company, New York.

Kirkman, B.L. & Shapiro, D.L. 1997, ‘The Impact of Cultural Values on
Employee Resistance to Teams: Toward a

Model of Globalised Self-Managing WorkTeam Effectiveness’, Academy of

Management Review, vol. 22, no. 3, pp.730-757.

LaFasto, Frank M. J.; Larson, Carl (August 2001). When Teams Work Best.
Thousand Oaks, CA: Sage.

Nahavandi, A. &Aranda, E. 1994, ‘Restructuring Teams for the Re-

engineering Organization’, Academy of Management Executive, vol. 8.no. 4,
pp. 58-68.

Robbins, S.P. 1998, Organizational Behaviour: Concepts, Controversies,

Applications, Prentice Hall, New York.

21
Roufaiel, N.S. &Meissner, M. 1995, ‘Self-Managing Teams: A Pipeline to
Quality and Technology Management, Benchmarking for Quality, vol. 2, no.
1, and pp.21-37.

Sundstrom, E., De Meuse, K.P. &Futrell, D. 1990, ‘Work Teams:

Applications and Effectiveness’, American Psychologist, vol. 45, no. 2, pp.
120-133.

Thompson and Luthans (2006) Critical Issue: Building a Committed Team.

NCREI Journal. Retrieved February 10, 2012, from
http:/www.ncrei.org/areas/issues/educatrs/leadership/lezoo.

Tuckman, Bruce (1975). "Developmental sequence in small groups".

Psychological Bulletin 63 (6): 384–99. Doi: 10.1037/h0022100. PMID
14314073. Retrieved 2013-04-06.

Wageman, R., 1997, ‘Critical Success Factors for Creating Superb Self-
managing Teams, Organizational Dynamics, vol. 26, no. 1, pp. 49-60.

Wilson, F. 1996, ‘Great Teams Build Themselves’, Team Performance

Management: An International Journal, vol. 2, No. 2, pp. 27-31.

22
For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros Oriental

Kagawasan, Avenue, Daro, Dumaguete City, Negros Oriental

Tel #: (035) 225 2376 / 541 1117

Email Address: negros.oriental@deped.gov.ph
Website: lrmds.depednodis.net

23