Professional Documents
Culture Documents
Qualification:
Sector: HOUSEKEEPING
SECTOR NC II
WORK IN A TEAM ENVIRONMENT
Module Title:
WORKING IN A TEAM ENVIRONMENT
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
CONTENTS:
Team Work
Team Role
Role and responsibilities
ASSESSMENT CRITERIA:
CONDITIONS:
Workplace
CD,VCD,tapes
Manuals
Handouts
Info Sheets
ASSESSMENT METHODS
Learning Objectives:
What is Team?
A smallest team consists of 2 people and the upper limit can be to the
size of the organization. The whole organization can work as a team if its
members develop a common style of working i.e., constructive and
cooperative. This is normally described as teamwork. An organization is
viewed as a network of teams, temporary and permanent.
For a team to achieve it’s common objectives, its members should
share its objectives and be identified wholeheartedly with them. By joining
a team, the individual member “signs on” the team’s objectives, he enters
into a contract as a condition of becoming a member of the team. A team
member is willing to forego personal autonomy to the extent necessary to
Aside from any required technical proficiency, a wide variety of social skills
are desirable for successful teamwork, including:
a. Listening
b. Communication
c. Sharing
d. Respecting
a. Communication
b. Persuasion
c. Participation
d. sharing
a. team
b. largest team
c. thing
d. smallest team
a. tines
b. teens
c. teams
d. times
a. searching
b. helping
c. persuading
d. sharing
1. d
2. a
3. d
4. c
5. b
TEAM ROLES
Learning objective:
Meredith Belbin (1993) basing on his research proposed nine roles that
successful teams should have:
Coordinator
This person will have a clear view of the team objectives and will be
skilled at inviting the contribution of team members in achieving
these, rather than just pushing his or her own view. The coordinator
(or chairperson) is self disciplined and applies this discipline to the
Multiple Choice: Choose the letter of the correct answer from the given choices.
1.This person will have a clear view of the team objectives and will be
skilled at inviting the contribution of team members in achieving these,
rather than just pushing his or her own view.
a. Shaper
b. Plant
c. Coordinator
d. Resource investigator
2.They are hardworking and methodical but may have some difficulty in
being flexible.
a. Implementer
b. Shaper
c. Team worker
d. Completer
a. Coordinator
b. Shaper
c. Implementer
d. Team worker
4.One who is most aware of the others in the team, their needs and their
concerns
a. Implementer
b. Worker
c. Tosser
d. Team worker
a. Completer
b. Finisher
c.Implementer
d.shaper
1. c
2. a
3. b
4. d
5. b
Learning objectives:
1. Learn and apply the team roles and responsibilities.
2. Know the specific responsibilities of team members in a team.
Team members don't have specific responsibilities, but their
participation is critical to the team's success. Team members must
agree to:
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.
4. Adjusts thermostats as
needed or as anticipated.
1. Bring presentation 1. Approve the
Presenter(s) materials (overhead foils, objectives of the
flip charts, etc.) presentation.
2. Make sure equipment 2. Ask questions only
Multiple Choice: Choose the letter of the correct answer from the given choices.
a. Publisher
b. Presenter
c. Manager
d. Note taker
1.c
2. a
3. b
4. a
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:
No Bragging
It's one thing to rejoice in your successes with the group, but don't act like
a superstar. Doing this will make others regret your personal successes and
may create tension within the group. You don't have to brag to let people
know you've done a good job, people will already know. Have faith that
people will recognize when good work is being done and that they'll let you
know how well you're doing. Your response? Something like "Thanks that
means a lot." is enough.
Listen Actively
Look at the person who's speaking to you, nod, ask probing questions and
acknowledge what's said by paraphrasing points that have been made. If
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
Learning objectives:
Many groups start out with--or quickly set up--a power structure that
makes it clear that the chairman (or someone else in authority) will make
the ultimate decision. The group can generate ideas and hold free
discussion, but at any time the chairman may say that, having heard the
discussion, he or she has decided upon a given plan. Whether this method
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.
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.
At this point, it becomes necessary to look for and discuss the advantages
and disadvantages of options that appear viable. The task is for the group
members to come to a mutual agreement on which solutions to actually put
into action. It is desirable for positive comments to be encouraged (and
negative comments to be ignored or even discouraged) about any of the
solutions. One solution should be the best, of course, but none should be
labeled as a "bad idea."
6. Plan for Implementation. This requires looking at the details that must
be performed by someone for a solution to be effectively activated. Once the
required steps are identified, it means assigning these to someone for
action: it also means setting a time for completion.
8. The Action Plan. Plans are only intellectual exercises unless they are
transformed into action. This calls for people assigned responsibility for any
part of the plan to carry out their assignments according to the agreed
9. Provide for Evaluation And Accountability. After the plan has been
implemented and sufficient time has elapsed for it to have an effect, the
group should reconvene and discuss evaluation and accountability. Have
the agreed upon actions been carried out? Have people done what they said
they would do?
If they have not accomplished their assignments, it is possible that they ran
into trouble that must be considered. Or it may be that they simply need to
be reminded or held accountable for not having lived up to their end of the
contract. Once the actions have been completed, it is necessary to assess
their effectiveness. Did the solution work? If not, can a revision make it
work? What actions are necessary to implement changes?
Other Considerations
If this happens, the task becomes to immediately compute what new course
will be effective. Several course corrections may be necessary before getting
back on track to where you want to go. Still, once the desired course is
attained, careful monitoring is required to avoid drifting off course again
unknowingly. Viewing problem-solving in this realistic manner can save a
lot of the frustration that comes from expecting it to always produce the
right answers.
EVIDENCE PLAN
Qualification Title
Unit of Competency
Ways in which evidence will
be collected
Demonstratio
Third party
Question/
interview
Written
report
The evidence must show that the candidate…
n
Identified role and objectives of the team
Identified team parameters,relationships and responsibilities
Candidate’s Name:
Assessor’s Name:
Qualification:
Date of Assessment:
Assessment Center:
The performance of the candidate in the following
Not
assessment methods – Work in a Team Environment Satisfactory
Satisfactory
[Pls. check () appropriate box]
B. Written Exam
Recommendation
For re-assessment. _______________________________________________________
For submission of document. Pls. specify (Portfolio Document) _____________________
For issuance of COC ______________________________________________________
Candidate’s signature:
Date:
Candidate’s signature:
Date:
INSTITUTIONAL EVALUATION
Write TRUE if the statement is correct and write FALSE if the statement is
incorrect.
1. True
2. True
3. False
4. True
5. False
6. False
7. True
8. True
9. False
10.True