Competency Based Learning Material: Mary Mediatrix of All Graces Academy, Inc

COMPETENCY BASED LEARNING
MATERIAL
SECTOR: ICT
QUALIFICATION TITLE : VGD NC III
UNIT OF COMPETENCY : Lead Workplace Communication
MODULE TITLE : Leading Workplace Communication
MARY MEDIATRIX OF ALL GRACES ACADEMY, INC.

Corner Mabini Extension-Sta.Ana Avenue,San Miguel, Digos City
` Date Developed: Document No. 500311111

VISUAL JANUARY 29, 2021
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DESIGN Developed by: MMA
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NCIII John Mark M. Ciet
HOW TO USE THIS COMPETENCY-BASED LEARNING
MATERIALS
Welcome!
The unit of competency, “Lead Small Teams”, is one of the
competencies of VGD NC III, a course which comprises the knowledge, skills
and attitudes required for a Visual Graphic Designer trainer to possess.
The module, Leading Small Teams, contains training materials and

activities related to preparation the reception and interpretation of design
brief, generate and assess ideas, conduct research, select media materials,
apply visual design and techniques and evaluate design.
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, Task Sheets, Operation Sheets
and Job Sheets. Follow and perform the activities on your own. If you have
questions, do not hesitate to ask for assistance from your facilitator.
Remember to:
 Read information sheets and complete the self-checks. Suggested
references are included to supplement the materials provided in this
module.
 Perform the Task Sheets and Job Sheets until you are confident that
your outputs conform to the Performance Criteria Checklist that
follows the sheets.
 Submit outputs of the Task Sheets and Job Sheets to your facilitator
for evaluation and recording in the Achievement Chart. 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 Achievement Chart.
You need to complete this module before you can proceed to the
next module.

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VISUAL GRAPHICS & DESIGN NC III
COMPETENCY-BASED LEARNING MATERIALS
List of Competencies
No. Unit of Competency Module Title Code

Lead workplace Leading workplace
1. communication 500311110
communication
2. Lead Small Teams Leading Small Teams 500311111
Apply Critical Thinking Applying Critical Thinking

and Problem Solving and Problem Solving
3. 500311112
Techniques in the Techniques in the
Workplace Workplace
Work in Diverse Working in Diverse

4. 500311113
Environment Environment
Propose Methods of Proposing Methods of

Applying Learning and Applying Learning and
5. 500311114
Innovation in the Innovation in the
Organization Organization
Use Information Using Information
6. 500311115
Systematically Systematically
Evaluate Occupational Evaluating Occupational
7. Safety and Health Work Safety and Health Work 500311116
Practices Practices
Evaluate Environmental Evaluating Environmental

8. 500311117
Work Practices Work Practices
Facilitate Entrepreneurial Facilitating Entrepreneurial

Skills for Micro-Small- Skills for Micro-Small-
9. 500311118
Medium Enterprises Medium Enterprises
(MSMEs) (MSMEs)

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MODULE CONTENT
UNIT OF COMPETENCY : LEAD WORKPLACE COMMUNICATION
MODULE TITLE : LEAD WORKPLACE COMMUNICATION
MODULE DESCRIPTOR : This unit covers the knowledge, skills and

attitudes to lead small teams including
setting and maintaining team and individual
performance standards.
NOMINAL DURATION : 8 hours
LEARNING OUTCOMES:
Upon completion of this module the students/ trainees will be able to:
1. Communicate information about workplace processes
2. Lead workplace discussion
3. Identify and communicate issues arising in the workplace
ASSESSMENT CRITERIA:
1. Maintained or improved individuals and/or team performance given a
variety of possible scenario
2. Assessed and monitored team and individual performance against set
criteria
3. Represented concerns of a team and individual to next level of
management or appropriate specialist and to negotiate on their behalf
4. Allocated duties and responsibilities, having regard to individual’s
knowledge, skills and aptitude and the needs of the tasks to be
performed
5. Set and communicated performance expectations for arRange of tasks
and duties within the team and provided feedback to team members

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LEARNING OUTCOME NO. 1
Communicate Information about Workplace

Contents:
 Communication method
 Selecting appropriate source and maintaining communication skill
Assessment Criteria
1. Selecting appropriate communication method

2. Identifying correct source of information
3. Selecting and organizing information correctly
4. Requiring verbal and written report
5. Maintaining communication skills
Conditions
The students/trainees must be provided with the following:
 CBLM
 Paper
 Learning Materials
 Pen
Assessment Method:
 Written test
 Self-Paced
 Oral Questioning
 Modular


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Learning Experiences
Learning Outcome 1
Communicate Information about Workplace
Learning Activities Special Instructions

Go through the learning activities
1. Read Information Sheet 2.1-1 outlined for you on the left column
“Providing team leadership”. to gain the necessary information
or knowledge before doing the tasks
to practice making the parts of the
evaluation tool.
2. Answer Self-Check 2.1-1
“Providing team leadership” The output of this LO is a complete
Institutional Competency
Evaluation Package for one
3. Check answers with answer Competency of your qualification.
key 2.1-1 “Providing team
leadership” Your output shall serve as one of
your portfolio for your Institutional
Competency Evaluation for Post
4. Perform Task sheet 2.1-1 Transactions
“Providing team leadership”
Feel free to show your outputs to
your trainee as you accomplish
them for guidance and evaluation
of your output.
5. Check Output to performance
checklist 2.1-1 “Providing
team leadership” After performing the activities of
LO1 “Assessed quality if received
materials ” you may proceed to LO2
“Assign Responsibilities”

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Information Sheet 1.1-1
Communication Method
Learning Objectives:
After reading this Information Sheet you should be able to:
1. Selecting appropriate communication method
2. Identifying correct sources of information
Communication
Communication is the transfer of information meaningful to those involved.
It is the process in which messages are generated and sent by one person
and received and translated by another person. However, the meaning
generated by the receiver can be different from the sender’s intended
message.
Forms of communication
There are two form of communication.
 Verbal communication (or written and oral communication)
 Non-verbal communication
Verbal communication is such which engages the use of words – whether

written or spoken.
 Written communication is such communication done through

writing. Letters and correspondence , written news and articles from
magazines, newspapers and the likes, books and other reading
materials, literary pieces such as essays, short stories and the likes,
song and poetries, billboard materials, bulletins and any other written
forms comprise this kind.
 Oral communication uses spoken words. Thus, speeches-whether

formal or informal, discourses like debate, argumentation and open
forum, dialogues and monologues, poetry readings, drama
presentation, singing or just common talks, all of these fall under the
category of oral communication.
Non-verbal communication: It is neither written nor uttered but it is such

an effective means of communication. This is the Sign communication or the
Sign Language. It uses the aids of the hands, the fingers, the eyes, and other
body mechanism as in the form of gestures. Sometime, it simply aids the
oral communication in getting the idea across but in some cases, it is the
only means of having an understanding with each other.
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Ways of communication
 One-way communication
If the flow of information from the sender to the receiver is one-way the
communication is dominated by the sender’s knowledge and information is
poured out towards the receiver .This model does not consider feedback and
interaction with the sender. A familiar example of this model is the lecture
method used in a classroom, where the teacher stands at the front of the
class and lectures on a subject without any interaction or activities .Unless
mechanisms are put in place to get feedback from the audience, many mass
media communication methods are one-way.
Figure.1 One-way communication
 Two-way communication
In this model the information flows from the sender to the receiver and back
from receiver to the sender again in the other direction (Figure .2 ). Two-way
communication is reciprocal, the communicant (receiver) becomes the
communicator (sender) and the communicator (sender) in turn becomes a
communicant (receiver). Most ordinary conversations are along the lines of
this model .Two-way communication is usually more appropriate for
problem-solving situations.
Figure.2 Two-way communication

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Methods of communication
 Intrapersonal communication
Intrapersonal communication takes place within a single person. It is

usually considered that there are three aspects of intrapersonal
communication, self awareness, perception and expectation. Self-awareness
is the part of intrapersonal communication that determines how a person
sees him or herself and how they are oriented toward others. Self-awareness
involves three factors: beliefs, values and attitudes.
Perception is about creating an understanding of both oneself and one’s

world and being aware that one’s perceptions of the outside world are also
rooted in beliefs, values and Methods and Approaches of Health
Communication attitudes.
Expectations are future-oriented messages dealing with long-term roles,

sometimes called „life scripts‟. Intrapersonal communication is used for
clarifying ideas or analyzing a situation and also reflecting on or
appreciating something.
Self-awareness is a life skill that is practiced and then applied to overcome

the day-to-day challenges of life in a more positive and effective way. Self
awareness also affects one’s view of oneself in the context of either being.
 Interpersonal communication
Interpersonal communication is the interaction between two or more people

or groups. You will be using this form of communication all the time during
your health work. This form of communication can be face-to-face, two-way,
verbal or non-verbal interaction, and includes the sharing of information
and feelings between individuals or groups. The most important parts of
personal communication are characterized by a strong feedback component,
and it is always a two-way process. Interpersonal communication involves
not only the words used, but also various elements of non-verbal
communication.
The purposes of interpersonal communication are to influence, help and

discover as well as to share and perhaps even play together. The main
benefits of interpersonal communication include the transfer of knowledge
and assisting changes in attitudes and behavior. It may also be used to
teach new skills such as problem solving. The communication takes place in
both directions from the source to the receiver and vice versa. There is a

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chance to raise questions and start a discussion so that the idea is
understood by both
parties. Since the communication is interactive there is a high chance of
utilizing more than two senses such as seeing, hearing and touching.
Adoption of a behavior passes through several stages and interpersonal

communication has importance at all of these stages. So if you want to help
someone change their health behavior you will certainly have to use
interpersonal communication effectively. This is especially important when
the topic is taboo or sensitive..
 Mass communication
Mass communication is a means of transmitting messages to a large
segment of a population. Electronic and print media are commonly used for
this. The word „media‟ is currently used to refer not only to broadcast media
such as radio, the internet and television, but also to print media such as
papers, magazines, leaflets and wall posters. Remember also the importance
of local folk media such as local art, songs, plays, puppet shows and dance.
The powerful advantage of mass media over face-to-face contact is the rapid
spread of simple facts to a large population at a low cost. The main effects of
mass communication are the increased knowledge or awareness of an issue,
the potential influence on behaviors at the early stages and the possibility to
communicate new ideas to early adopters .
The other benefits of mass communication are accuracy and plausibility.

Think of the influence of a newspaper article, giving the opinion of a highly
respected person. However it also has limitations. These include the lack of
feedback because the broadcaster transmits this message without knowing
what is going on in the receiver’s mind.
There is also the danger of selective perception because the audience may
only grasp part of the message, or selectively pick up the points that they
agree with and ignore others. Mass communication does not differentiate
between targets and so some people may think. „This does not concern me‟.
It only provides non-specific information because it is broadcast to the whole
population, and it is difficult to make the message fit the local needs of your
community, whose problems and needs may be different from the rest of the
country. For an effective mass media communication, the message or advice
should be realistic and pre-tested so that it is transmitted accurately
without distortion.
The message should be useful in creating awareness, and has to be followed

by individual or group approaches to achieve positive behavior change.
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SELF –CHECK 1.1-1
COMMUNICATION METHOD
Directions: Answer all the questions listed below.
1. Communication method expressed in the form written or oral method

a. Verbal communication
b. Non-verbal communication
2. Flow of information from the sender to the receiver symmetrical way

a. One-way communication
b. Two-way communication
3.Communication method takes place b/n two individuals

a. Interpersonal communication
b. Mass communication
c. Intrapersonal communication
d. All
4. Means of transmitting messages to a large segment of a population.

d. All
5. This form of communication can be face-to-face, two-way, verbal or non-

verbal interaction, and includes the sharing of information and feelings
between individuals or groups.
d. All

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ANSWER KEY 1.1-1
COMMUNICATION METHOD
1. A
2. A
3. A
4. B
5. A

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Task Sheet 2.2-1
TASK TITLE : Providing Team Leadership

PERFORMANCE OBJECTIVES:
You are required to perform an activity that would demonstrate your team
leadership. The objective of the activity is to transfer 5 glasses full of
water from point A to point B without spilling or with minimal spillage.
EQUIPMENT, TOOLS AND MATERIALS:

 5 Glasses
 Water
 2 chairs
PROCEDURE:
1. Form a group of 5 participants.
2. As a leader, meet with your members to plan the
strategies that you will be using in transferring 5
glasses of water from point A to point B. The challenge
is the player transferring the water must stand using
one foot only. Planning stage is limited to 5 minutes
only.
3. After 5 minutes, the group should start carrying out
their plan with minimal spillage. The level of
transferred water should not be lower than the
demarcation line.
Assessment Method:
 Direct Observation

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Performance Criteria Checklist 2.1-1
Providing Team Leadership
CRITERIA YES NO
Did you facilitated the planning stage of the activity
accordingly?
Did you listen intently to the suggestions of members?
Is the execution of the activity according to plan?
Was your group able to transfer 5 glasses of water from
point A to point B successfully?

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Selecting Appropriate Source and Maintaining

Communication Skills
1. Selecting and organizing information correctly
2. Requiring verbal and written report
3. Maintaining communication skills
Selecting appropriate source
The rules for selecting channels Having the right health message, the right
audience and the right products is important, but delivering them via
effective channels is another thing to consider. Select channels that are
accessible and appropriate for the target audience. For example, radio
messages should be scheduled for those radio stations that the target
audience actually listens to
and that are broadcast at times when that audience listens. Print materials
should be used only for literate or semiliterate audiences who are
accustomed to learning through written and visual materials.
Materials should be distributed in accessible and visible places where the

target audience already goes. Remember that the different channels play
different roles. It may be best to use several channels simultaneously. The
integrated use of multiple channels increases the coverage, frequency and
effectiveness of communication messages. The combination of these
channels is often called the media mix. Select a media mix that is within the
program's human and financial resources and use channels that are
familiar to the specific target audience.
Maintaining Communication Skill
Communication skills are those skills which are needed to speak and write
properly. A person who is able to speak appropriately whilst maintaining eye
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contact with the audience, uses varied vocabulary and articulate speech to
suit the need of the audience is generally said to be an effective speaker.
Similarly, an effective writer should be able to use written words in various
styles and techniques to communicate his/her message and ideas to the
readers. One should have the ability to listen carefully and write and speak
clearly in any situation. Therefore good reading, writing, speaking and
listening skills are essential for effective communication. As a student, you
may study any language, but it is important that you are able to read, write,
speak and listen well in order to communicate properly.
Your ability to communicate clearly and share thoughts, feelings and ideas
will help you in all your relationships. For example, you can inform about
something or you can also influence others through communication.
Communication skills are needed to:
Inform: You may be required to give facts or information to someone. For

example, communicating the timetable of an exam to a friend.
 Influence: You may be required to influence or change someone in an

indirect but usually important way. For example, negotiating with a
shopkeeper to reduce the price or helping a friend to overcome stress
due to exam or any other reason.
 Express feelings: Talking about your feelings is a healthy way to

express them. For example, sharing your excitement about doing well
in your exams or sharing your feelings with your parents and friends.
Reporting and documentation
Documentation is the written or printed record of a client’s care; it’s an

essential Technician responsibility. It is the Technician’s responsibility that
the record remains confidential. Documentation allows continuity of care,
gives a way to let other healthcare workers know what we have done, and is
a legal documentation on the client.
Purposes for documentation. Could include:

1. Communication
2. Legal documentation
3. Financial billing/reimbursement
4. Education
5. Research
6. Audit-monitoring/quality assurance
Documentation needs to be:
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 Concise
 Complete
 Factual
 Legible
 Accurate
 Timely (current)
Work place communication
In a workplace situation, a worker interacts with people occupying different

position that is from janitor to manager. Likewise, communication is the
best, to give receive and have a feedback on the ideas being communicated.
As part of the organization, it is very important to be aware on how a
message flows in a company. In this case, organizational/ work place
communication would be applied to observe proper communication in the
workplace. It may be oral or written depending on the content of the
message. There are four types of organizational communication:
Downward communication which is the top-to-bottom communication from

the management not only clears job directions and safety rules but also
facts about organizational goals, products and view-points on important
controversial issues. The following media tools of internal communication
can be used to carry information down to its intended receiver:
 Memo
 Letters
 Orientation manuals
 Pay envelope inserts
 Annual report
 Public address system
 Human channels, like supervisor or foreman
Upward communication: gives management with feedback needed for proper

planning, decision-making and controlling. On the part of the employees
communication up to management maybe a form of release from emotional
tensions and pressures, a means to offer valuable ideas to management or
simply to show whether directions or policies are understood and acceptable
to the employees.
Horizontal or lateral communication: takes place between sections,

divisions, or departments of the same level. Keep employees aware of
activities in a related department, like for example one supervisor with
another, one worker with another and so forth. The tools used in horizontal
or lateral are: meetings and conferences; seminars and workshops;
telephones and intercoms; social
and other similar activities.
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Diagonal communication: takes place from one level to another level without
passing through traditional channels.
SELF –CHECK 1.1-2

SELECTING APPROPRIATE SOURCE AND MAINTAINING
COMMUNICATION SKILL
Directions: Answer all the questions listed below.
1. Importance Selecting appropriate source channel

a. to get the right message
b. to get relevant message
c. complete message
d. all
2. Communication skills are needed to______

a. inform
b. influence
c. Express feeling
d. All
3.not true about purpose of documentation

a. Education
b. research
c. Communication
d. none
4. Takes place between sections, divisions, or departments of the same level.

a. Upward communication
b. lateral communication
c. Diagonal communication
d. Downward communication
5. Gives management with feedback needed for proper planning, decision-

making and controlling.
a. Upward communication
b. lateral communication
c. Diagonal communication
d. Downward communication
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ANSWER KEY 1.1-1
SELECTING APPROPRIATE SOURCE AND MAINTAINING
COMMUNICATION SKILL
1. A
2. A
3. D
4. B
5. D

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Lead Workplace Discussion

Contents:
 Seeking and Providing Response to Workplace Issues

 Making Constructive Contributions to Workplace, Communicating
Goals/Objectives and Action Plans
Assessment Criteria
 Response to workplace issues are sought following enterprise

procedures
 Response to workplace issues are provided immediately
 Constructive contributions are made to workplace discussions on
such issues as production, quality and safety
 Goals/ objectives and action plans undertaken in the workplace are
communicated promptly
Conditions
 CBLM
 Paper
 Pen
Assessment Method:
 Written test
 Self-Paced
 Oral Questioning
 Modular


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Learning Outcome 2
Lead Workplace Discussion

outlined for you on the left column
1. Read Information Sheet 2.2-1 to gain the necessary information
“Assigning responsibilities or knowledge before doing the tasks
among team members”. to practice making the parts of the
evaluation tool.
The output of this LO is a complete

Competency of your qualification.
2. Answer Self-Check 2.2-1 Your output shall serve as one of

“Assigning responsibilities your portfolio for your Institutional
among team members” Competency Evaluation for Post
Transactions

of your output.
3. Check answers with answer key
2.2-1 “Assigning After performing the activities of
responsibilities among team LO2 “Assign responsibilities ” you
members” may proceed to LO 3 “Setting
performance expectations for team
members”

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Seeking and Providing Response to Workplace Issues

1. Seeking response to workplace issues
2. Providing workplace response issues
1. Seeking Response to Workplace Issues

Most workplace issues occur because people don‟t know what the law is, or
because communication has broken down. The quickest, cheapest and most
effective way for you to resolve a workplace issue is to find out what the law
is and then work with your employee to fix the problem.
Five-step process to help you resolve workplace issues with your employees:
Step 1: Identify the issue
Step 2: Check the law
Step 3: Talk to the employee
Step 4: Resolve the matter
Step 5: Seek further assistance
Step 1:Identify the issue

Most people enjoy good relationships at work. However, even in the
friendliest workplaces, disagreements can occur. Dealing with workplace
issues can be time consuming and frustrating, but it’s important to address
concerns as soon as they arise to stop them from becoming more serious.
Handling workplace issues promptly can also help you to:

 Build better relationships with your employees
 Maintain employee morale and job satisfaction
 Retain your staff maximize workplace productivity
If your employee approaches you with a question or a problem, the first

thing you need to do is get a clear understanding of their concerns.
Remember to:
 Demonstrate you are ready and willing to talk and listen

 Be calm and polite – being defensive or aggressive won‟t help you to
resolve the problem
 Ask questions if you do not understand the employee‟s concerns
 Find out what action the employee would like you to take to resolve
the issue
 Take copies of any supporting information provided by the employee
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 Reassure the employee that you take their concerns seriously and
advise them when you will respond.
Step 2: Check the law
Once you know what the issue is, you need to check your rights and
responsibilities under the law. Minimum pay rates and entitlements will
depend on the award or enterprise agreement that applies. There are also
minimum entitlements such as leave and notice under the National
Employment Standards (NES). It is very important that you are familiar with
the NES and the terms of the award or agreement that applies to your
employees. The award or agreement that applies to your business will set
out pay rates based on an employee’s duties and other factors like their age
and qualifications.
Step 3: Talk to the employee
Once you have checked your records and the law and have an
understanding of the problem, you should organize a time to speak with the
employee. It’s important to prepare for this conversation. You can do this by
summarizing the key points you want to cover, gathering any supporting
documents or information and considering your options for resolving the
issue. After the conversation, you should make notes about the discussion
you had and any agreement you have made. Include the date and time of
the meeting and who was present.
Step 4: Resolve the matter
Depending on the issue raised, there may be a number of ways to resolve it.
These may include:
 Giving an explanation to the employee about their entitlements
 Back paying any unpaid entitlements
 Updating the employee’s records to rectify any mistakes
 Updating any relevant policies and procedures
 Providing training
Setting a date in the future to check in with the employee to ensure the
issue has not re-occurred. It’s important that you take action in a timely
manner and monitor the situation to ensure the issue has been resolved.
After talking to your employee, it’s a good idea to write to them to confirm
your discussion and any actions that will be taken to resolve the matter.
Remember, you will need to change the letter to reflect your circumstances.
If other staff members are affected by the same issue, you should fix the
matter and discuss this with

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all affected employees. This may involve checking the entitlements of other
employees, updating any relevant policies and procedures or providing
information to other employees
Step 5: Seek further assistance
If you have followed Steps 1 to 4, and still haven’t been able to resolve the
issue, you may want to ask a third party to help. A third party might be a
mediator, your industry association or a solicitor.
The approach you choose will depend on the issue you’re trying to resolve.

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SELF –CHECK 2.2-1
I.Directions: Answer all the questions listed below.
1. Handling workplace issues promptly important for ________
a. Build better relationships
b. Maintain employee morale
c. Retain your staff maximize
d. All
2. Your employee approaches you with a question or a problem do the f/f
a. Demonstrate you are ready
b. Be calm and polite
c. Reassure the employee
d. All
3.the first step in solving work place issues
a. Check the law
b. Resolve the matter
c. Identify the issue
d. Talk to the employee
II. Give the number of ways to resolve the matter.(1 pt. each)

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ANSWER KEY 2.2-1
I.
1. D
2. D
3. B
II.
 Giving an explanation to the employee about their entitlements
 Back paying any unpaid entitlements
 Updating the employee’s records to rectify any mistakes
 Updating any relevant policies and procedures
 Providing training

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Making Constructive Contributions to Workplace,

Communicating Goals/Objectives and Action Plans
1. Making Constructive Contributions to Workplace
2. Communicating Goals/Objectives and Action Plans
Good interpersonal relations is entering into and maintaining effective

peer group relationships in the work setting. This is vital if work is to be
performed effectively and completed according to the goals set by the
organization. Workgroups/teams enable organizations to accomplish tasks
that individuals cannot do alone.
An effective group/team has positive synergy and can become a key human
resource of the organization. An effective group or team that is working
towards the organization's goals can have a positive effect on individuals in
the team, which will improve their performance. It is therefore important for
managers to recognize that:
 Group/team activity is important in organizations

 Groups/teams can have a positive / negative effect on the people who
work in it.
 An understanding of group/team behavior can have a desirable effect
on workers
The use of joint labour–management committees to discuss a wide range of

organization conditions has been growing for a number of years conditions
such as:
 occupational health and safety,

 training or production policy.
Strategies to improve workgroups should be put in place as outlined below.

Margerison and McCann (1995) identified eight basic types of work
functions that group/team members need to perform in order to work
effectively:
1. Advising - Gathering information and providing it to others.

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2. Innovating - Coming up with new ideas and new procedures.
3. Promoting - Making people aware of new ideas and procedures.
4. Developing - Taking the ideas and developing them so that they will work
in practice.
5. Organizing - Making plans, obtaining approvals, working out budgets,

developing schedules.
6. Producing - Carrying out the work to implement the ideas or produce the
products, ensuring that this is done in an effective way.
7. Inspecting - Ensuring that the work carried out meets the standards and
policies and procedures of the organization.
8. Maintaining - Supporting the other activities to maintain standards.

Linking skills Linking skills ensure that team members work together in
carrying out the above functions: these skills include:
 active listening
 communication
 problem-solving
 team development
 work allocation and delegation
 building team relationships
 setting objectives
Communicating Goals/objectives
Effective communication can be crucial to the success of your efforts and to
creating lasting systems change. Figuring out what you want to accomplish
by setting strategic communication goals and objectives early on will help
you get there.
Both the communication goals and objectives should clearly articulate what
you want to accomplish. Communication goals and objectives serve two
different but related purposes:
 Communication goals answer the questions, What do you want people

to do that they are not already doing? What actions should they take?
What behavior do you want to see change? Goals are desired long
term outcomes and your communication goals should support your
program’s overarching goals.

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 Communication objectives answer the question, What communication
activities do you need to take to achieve your communication goal?
Objectives are short-term, measurable steps toward a communication
goal. Your objectives may include raising awareness of an issue, but
to result in real change, they should emphasize convincing your
audiences to take a specific action.
Set communication goals that:

 Engage audiences to take action on your behalf or change a behavior
 Are realistic
 Can be measured, so you will know when you have succeeded
Prioritize Your Efforts
Thinking about all you need to get done can be overwhelming. Once
you start setting your communication goals and objectives, you may come
up with a dozen goals and 10objectives foreach of them. We do not
recommend tackling all this at once. Instead, think about what needs to
happen first. Prioritize your efforts in order to stay strategic and sane during
the process. Look back to your program’s logic model, implementation plan,
sustainability plan, or even an existing communication plan to make sure
these communication goals and objectives support these plans. If not, revise
your communication goals so that they align with these existing plans.
To prioritize your goals and objectives make sure they are:
 Realistic and important to accomplish in the next 6to 12months

 Aligned with your program’s logic model, implementation plan, and/or
sustainability strategy
 Easy to accomplish (for example, the “low hanging fruit”)
Make Your Communication Goals and Objectives SMART Once you know
what you want to accomplish and have prioritized these efforts, it is time to
refine the communication goals and objectives so that they are SMART:
 Simple: the goal or objective is clearly stated and easily understood.
 Measurable: Quantitative or qualitative outcomes to measure

achievement o the goal or objective are stated.
 Attainable: the goal or objective is challenging but realistic.
 Relevant: the goal or objective is linked to your audience's needs and

priorities.

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 Time bound: a deadline for achieving the goal or objective is stated.
Develop An Action Plan
Purpose: To determine where, when, and how each task in your

communication plan will be carried out. This step makes sure that all the
hard work you have done to craft a strategy in Steps 1–5 sees the light of
day. A great action plan makes the best use of everyone’s limited time and
resources.
It is good project management and every project director knows how

important that is. The action plan will answer:
 Where do you start?

 Who will do what?
 When does it need to happen?
 How much will it cost?
Your action plan can be as simple or as complex as your needs require, but
at a minimum, it should have the following essential information:
 A listing of major activities, tasks and subtasks

 The target date for completing each task
 The person responsible for ensuring that each task is completed

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SELF –CHECK 2.2-1
Making Constructive Contributions to Workplace,
Communicating Goals/Objectives and Action Plans
I.Directions: Answer all the questions listed below.
1. An effective group or team that is working towards the organization's

goals can have a positive effect b/s
A. team activity is important in organizations

B. team have effect staff members
C. increase individual commitment
D. all
2. Coming up with new ideas and new procedures

A. Advising
B. Developing
C. Innovating
D. Organizing
3.Communication Objectives Should Be

A. Simple
B. Measurable
C. Relevant
D. All
II. Define and give the meaning SMART(10pts.)

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ANSWER KEY 2.2-1
I.
4. A
5. D
6. B
II.
 Simple: the goal or objective is clearly stated and easily understood.
 Measurable: Quantitative or qualitative outcomes to measure

achievement o the goal or objective are stated.
 Attainable: the goal or objective is challenging but realistic.
 Relevant: the goal or objective is linked to your audience's needs and

priorities.
 Time bound: a deadline for achieving the goal or objective is stated.

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Identify and Communicate Issues Arising in the Workplace

Contents:
 Identifying Issues and Problem in Work Place, Initiating Dialogue

 Work Place Communication Problems and Issues
Assessment Criteria
1. Issues and problems are identified as they arise

2. Information regarding problems and issues are organized coherently
to ensure clear and effective communication
3. Dialogue is initiated with appropriate personnel
4. Communication problems and issues are raised as they arise
5. Identify barriers in communication to be addressed appropriately
Conditions
 CBLM
 Paper
 Pen
Assessment Method:
 Written test
 Portfolio Analysis
 Oral Interview

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Learning Outcome 3
Identify and Communicate Issues Arising in the Workplace

1. Read Information Sheet 1.3-1
“Setting performance
to gain the necessary information
expectations for team
or knowledge before doing the tasks
members”.
to practice making the parts of the
evaluation tool.
2. Answer Self-Check 1.3-1
“Setting performance The output of this LO is a complete
expectations for team Institutional Competency
members” Evaluation Package for one
Competency of your qualification.
3. Check answers with answer
key 1.3-1 “Setting performance Your output shall serve as one of
expectations for team your portfolio for your Institutional
members” Competency Evaluation for Post
Transactions

4. Perform Task sheet 2.3-1
“Setting performance
expectations for team
of your output.
members”
After performing the activities of

5. Check output to performance LO3 “Setting performance
criteria 2.3-1 “Setting expectations for team members”
performance expectations for you may proceed to LO 4 “Perform
team members” Computer Operation”

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Identifying Issues and Problem in Work Place, Initiating

Dialogue
1. Identifying issues and problem and organizing issues
2. Initiating dialogue
Identifying Issues And Problem In Work Place
Most people enjoy good relationships at work. However, even in the

friendliest workplaces, disagreements can occur. Dealing with workplace
issues can be time consuming and frustrating, but it’s important to address
concerns as soon as they arise to stop them from becoming more serious. Not
all problems are created equally, so while you may have a problem that could
be easily resolved through communication and diplomacy, some problems
are so serious that they must be escalated through the chain of command
immediately.
When problem solving isn’t working, or things haven’t quite escalated to the
point of confrontation, managing your interactions and reactions is the
way to go. May be there’s a co-worker you just dislike, or you have to deal
with someone whose work ethic doesn’t match yours. There are all sorts of
scenarios for which these approaches can keep things in check.
Most people remember how you respond to a situation rather than what
happened. While you often do not have control of many situations, you can
choose how to respond to others to help reduce work conflict and stress. By
responding appropriately to a conflict situation, you take responsibility for
your actions. Sometimes, problem-solving skills don’t work as well when it’s
a problem of a different magnitude, like trying to handle working in a job that
isn’t what was promised or when your boss fails to notice the work that you
do.

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Prepare a statement of the problem and find someone (e.g., colleague,
supervisor, friend or family
member) to review it and to talk it over for input.
Consider these questions when preparing your statement of the problem:
 What is the problem?

 Is it my problem? Someone else’s?
 Is this the real problem, or merely a symptom of a larger one?
 Does the problem have ethical dimensions?
Define the cause(s)/source(s) of the problem
In addition to defining the problem itself, strive to identify the cause(s) or

trigger(s) of the problem and need looking at the current situation.
Initiating Dialogue
The modern meaning of dialogue has its origin in antiquity and the Middle
Ages. The term is now primarily defined as a conversation between two or
more people characterized by openness, honesty and genuine listening.
Taken from the Greek diá and lógo, it can be interpreted as the “flow of
words” or “meaning” created by more than one person. In contrast to the
terms “discussion” and “debate”, which focus primarily on the content of a
conversation, the word “dialogue” places equal emphasis on the relationship
between the persons involved.
Another difference is that “debate” often includes a competitive component to

underline the superiority of one opinion, while “dialogue” implies mutual
understanding and the aim to identify common ground. In the reality of
conversations in and on conflicts, though, the modes of discussion, debate
and dialogue will often be mixed and it needs good facilitation skills to make
the participants aware of this and help enable them to move between them
constructively.
To ensure a common understanding of the way the dialogue will be organized

and facilitated, it is important to agree on a joint set of ground rules with all
participants. This should be done at the very beginning of the first dialogue
session and should be explicitly confirmed by all participants.
These ground rules should be disseminated in written form, so that

participants and facilitators can refer to them whenever necessary during the
dialogue process

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1. The mode of mutual interaction and communication in the dialogue
sessions.
2. The way in which information from these sessions is shared outside

(particularly the understanding of confidentiality)
3. The practical aspects to ensure effective sessions
With respect to the first category, interaction and communication, the

following ground rules can be helpful:
 Dialogue means to listen to understand and ,to avoid interrupting

other participants.
 Dialogue means to remain open-minded to the perspectives of other
participants.
 Dialogue means to separate what we hear from other persons from our
judgement on why this person makes a certain statement.
Many misunderstandings are based on the temptation to interpret the

motives why someone makes a statement. Dialogue means to focus first on
interests and needs instead of solutions. Many dialogues fail because the
participants rush too early to conclusions and solution.

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SELF –CHECK 2.3-1
I. Directions: Answer all the questions listed below.

1.Adressing work place problems and issues is important for the following
reason, except
A. increase productivity
B. increase staff turnover
C. Create good working environment
D. increase staff trust
2.Not true about preconditions should be fully filled before conducting

dialogue
A. mode of mutual interaction determined

B. the way information shared
C. Readiness of participants
D. all
II. Give the ground rules that should be disseminated in written form, so
that participants and facilitators can refer to them whenever necessary
during the dialogue process

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ANSWER KEY 2.3-1
Setting performance expectation for team members
True or False. Write TRUE if the statement is correct on the space provided,
otherwise write FALSE.
1. TRUE
2. FALSE
3. FALSE
4. TRUE
5. TRUE

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Task Sheet 2.3-1
TASK TITLE : Setting performance expectation for team members

PERFORMANCE OBJECTIVES:
You are required to set performance expectation criteria for a team
member.
EQUIPMENT, TOOLS AND MATERIALS:

 Paper
 Pencil
PROCEDURE:
1. Make a research on the duties and responsibilities of a particular post
in a company.
2. On a piece of paper, set performance expectation criteria of the job post
that you have researched following this format.
POSITION
Duties and Responsibilities Performance Expectation Criteria
3.Submit to the facilitator
Assessment Method:

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Performance Criteria Checklist 2.3-1
Setting performance expectation for team members
CRITERIA YES NO
Is the performance expectation criteria set:
Based on the position, not the individual?
Observable, specific indicators of success
Meaningful, reasonable and attainable
Describe "fully satisfactory" performance once trained
Expressed in terms of Quantity, Quality, Timeliness,
Cost, Safety, or Outcomes

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Supervise team performance

Contents:
 Knowledge and Skills in Monitoring Team Member Performance

 Monitoring Team Operation to Ensure Client Needs and Satisfaction
 Methods of Monitoring Performance
 Informal/Formal Counseling Skills
Assessment Criteria
1. Monitor team member’s performance in respect to the defined

performance criteria
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
 CBLM
 Paper
 Pen
Assessment Method:
 Written test
 Oral Interview

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Learning Outcome 4
Supervise team performance

1. Read Information Sheet 2.4-1 to gain the necessary information
“Supervising team or knowledge before doing the tasks
performance”. to practice making the parts of the
evaluation tool.
The output of this LO is a complete

2. Answer Self-Check 2.4-1 Competency of your qualification.
“Supervising team
performance” Your output shall serve as one of
your portfolio for your Institutional
Competency Evaluation for Post
Transactions

3. Check answers with answer of your output.
key 2.4-1 “Supervising team
performance” After performing the activities of
LO4 “Supervising team
performance” you may proceed to
UC 3 “Developing and Practicing
negotiation skills”

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Supervising team Performance
1. Identify knowledge and skills required in monitoring team member
2. Identify the methods of monitoring performance
3. Identify the methods of monitoring team operation
Knowledge and Skills in Monitoring Team Member Performance

Tracking team member performance is important. Talented employees 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 performance 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.

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Certainly, there are a number of 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.
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. Poor attendance can
be caused by any number of things, including a lack of motivation, health
issues, or burnout. There are a number of indirect costs of absenteeism,
such as the extra pressure put on other team members who have to
make up for missing coworkers, which can effect work quality and
safety. 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.
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.
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.

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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.
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.
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.
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? One suggestion
is to measure 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.
Monitoring Team Operation to Ensure Client Needs and Satisfaction

To drive your team toward achieving improved results you will need to
monitor their performance. Doing this in a way that is both empowering
and data-driven, and not intrusive and counterproductive is challenging.
The first rule to monitoring team performance is to properly gauge a given
group’s characteristics; try and sense the degree to which the team and
individuals within it can withstand scrutiny, without becoming overly-
stressed, paranoid and feel spied upon and mistrusted. To do this, try to
focus on measuring activities that will help optimize team performance.
Then, try to quantify the period of time in which you can live with a decline
in these activities and when such a decline would indicate a behavioral
pattern, as opposed to an anomaly.

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Measuring Process Determinants
Some information is harder to come by than other. Is a certain team
member someone colleagues can turn to when they need to consult,
brainstorm etc.? Can this worker be a negative influence on co-workers in
times of turmoil and change?
This kind of information does not easily present itself to an inquiring
manager. Unlike sales performance and customer satisfaction, deriving this
information requires using a different approach.
Here are a number of methods designed to help you gather this type of
information:
 Real-time Monitoring –Adopting an approach that relies on real-time data
streaming and updates is key here. Set a procedure through which you
get information on KPI’s in real-time, instead of at the end of a designated
time period. Setbacks in performance can indicate problems which might
enable you to expose deeper issues within the team or its members. If the
KPIs you are measuring are self-reported, don’t wait for annual or
quarterly reviews; chances are that by then this data will lose relevancy
and become unactionable. Enable your employees to self-report progress at
all times (e.g. via a daily, easy to complete task on an online tracking
system).This way you can try to correct whatever went wrong along the
way.
 Conduct workarounds – Not only in quantum physics, but also in

psychology, the spectator can change the system he’s observing. Therefore,
observing work processes as a manager is only advisable if you can blend
in and disappear. Since this is normally not the case, opt for second
opinions on your workers’ and team’s performance from various
stakeholders: clients, suppliers, colleagues from other teams etc. Try to
make sure you collect hard information and not data that is difficult to
validate. Lastly, don’t jump to conclusions based on your observations.
Approach providing negative feedback in a more sophisticated way, and let
employees provide feedback on monitored performance.
 Mashup – Finally, try to take in as much data as possible (hard-fact-KPI
and other kinds). Let it trickle-down and don’t jump to conclusions. Make
sure to make keep employees in the loop. They should know when you feel
you are ready to evaluate whether they are aligned with their personal
assignments, and whether they are working harmoniously with their team
towards achieving common goals.
Methods of Monitoring Performance
Monitoring employee performance works best with an established routine.

Carry out regular one to one meetings, team meetings or recording
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performance data. Monitoring styles need to be adapted to suit the situation
and individual.
Performance monitoring can have a big impact on organizations, teams and
individuals.
Under-management can lead to a lack of direction and isolation, micro-
management can cause frustration and resentment. Finding the right
balance is essential for success.
Monitoring methods:
1. Observe your team
One of the most effective and straightforward ways to monitor performance
is observation. Watch how they interact with one another, with you and with
the clients/ customers (if you have any). By simply observing an employee
you can see what their strengths and weaknesses are. Rather than spending
time in an office or separate section of the building, it can be really
beneficial for managers to spend time with their team and interact with
them in the office or working environment. Likewise if a team member is
struggling with a task, it can be very beneficial to go through it with them.
By observing how they are attempting to complete it you will be able to
identify ways they can improve and communicate how they could do it
better.
2. Create work plans

Within regular one to one meeting a work plan should provide a focus. Work
plans should be created in consultation with the employee and include clear
tasks, timescales and the resources required. Each one to one should
include discussion of the work plan. What progress has been made since
last time? Did they meet their targets? If not, why? Listen to the feedback
you are given. Ask questions and encourage the individual to consider how
they can work effectively and reach their potential. Make sure the employee
is aware they are accountable for their actions. Engage them in deciding and
agreeing on targets and timescales for their work plans.
3. Encourage the use of self-monitoring tools

Project plans, checklists and activity logs are all great ways of
monitoring performance. This is beneficial not just as a tool for project
management but also so employees themselves can monitor their own goals
and deadlines.
4. Carry out regular reviews

By regularly checking in with employees you can begin to create a
strong understanding of strengths and weaknesses. If they are struggling to
achieve a particular goal but regularly achieve others, would it be worth
adjusting their work plan and concentrating on areas they perform well in.
Do they require training? Perhaps they would benefit from a mentor or
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would work better in a team? By reviewing progress regularly you will be
able to pick up on these subtleties and provide your employees with the
support and guidance they need to reach their potential for themselves and
the organization.
5. Feedback
Give and encourage feedback as often as possible. Don’t wait until meetings,
one to ones and reviews. Encourage your team to come and speak to you
and keep them motivated by keeping on top of their progress and letting
them know when they are doing well. Always remain constructive.
Informal/Formal Counseling Skills

Coaches in the workplace help their employees to set measurable goals and
to move toward them in a clear fashion. They support the employee in
attaining the desired outcome, which may be greater productivity, increased
performance, a promotion, etc.
This is different from counselors who strive to assist the employee in moving
forward by dealing with the past or internal issues that’s hindering them in
the workplace.
First, you must size up the situation. The trick is to know the difference
between the two and when to use coaching and when to use counseling. The
first order of business is to size up a situation and ascertain whether you’re
helping to coach an employee forward into a future goal in the workplace or
helping the employee to improve a quality or trait that is affecting his
performance.
What are the differences between Coaching and Counseling?

Following is a quick breakdown of the most basic of differences:
Coaching
 Future focused
 Solution focused
 Outcomes driven
 Doesn’t give advice, instead it leads the individual to find their own
answers
 Asks: “How can you change?”
 Believes that the individual has the answers within
 Helps the individual find their own solutions to meet their goal
Counseling
 Past focused
 Problem focused
 Challenge/issue driven
 Gives advice, recommendations and directives, at times, forcefully
 States: Why you must change.
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 The counselor has the answers
 Gives the individual a diagnosis and treatment or solution to fix the
problem
Following are six secrets for effective employee coaching and counseling. These secrets
deal with when and how to effectively coach and counsel employees.
Secret #1: Every moment in the office is an opportunity for training, coaching and
counseling employees
In many cases, the most impactful coaching and counseling will be informal – a moment
here, a passing observation there. These quick, informal moments then grow into
deeper, fuller conversations – conversations that sometimes span days or longer. If you
rely strictly on set times to meet with your various employees to talk to them, then
you’re not having enough conversations. If you’re only coaching and counseling your
employees during formal reviews, you’re not having the right kind of conversations.
True mentoring flourishes in the day-to-day interactions of relationship.
Secret #2: Lay the groundwork of a healthy relationship for more successful
training, coaching and counseling
The groundwork for successfully coaching is strong, healthy and open relationships.
This means that every moment of every day is an opportunity to build relationship. To
be most effective, you must have a healthy professional and personal relationship with
your employees. Usually leaders think in terms of having a professional relationship, not
understanding that a strong personal relationship will augment whatever coaching and
counseling you conduct.
Secret #3: See failures and mistakes as perfect opportunities for training,
coaching and counseling employees
Everyone makes mistakes and nobody is immune to failure. Robert F. Kennedy once
said, “Only those who dare to fail greatly can ever achieve greatly.” The most successful
people are the ones who have plenty of failures and mistakes, keep pressing forward
and turn them around. They perceive their failures and mistakes as opportunities for
growth. Many mention the role of counseling in helping them turn these things around,
or they mention that special coach who pushed them to surpass their limitations and
become great.
Secret #4: Provide plenty of praise and rewards

Everyone needs to be motivated, particularly when they’re pushing past
their known limitations. You want your employees to step out of their
comfort zone. You want them to push to take smart risks and excel. The
best way to ensure that they’re comfortable taking risks, going out of their
comfort zone and innovating is to have a culture of reward and praise.
Verbal praise and tangible rewards must be given for work well done. It
must also be given to the appropriate people – the ones who make the
project happen in front of others. Make sure to encourage your employees to
shine.

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Secret #5: Your feedback needs to be detailed and specific
You want the feedback you give your employees to be detailed and specific.
Granted, there’s always a place for that quick thumbs up and “Good job!”
But, you can’t do that too often.
Employees crave feedback that is detailed and specific. Such feedback looks
like, “I really appreciate how you devised a new way to…” They want to know
that you truly see them and what they do. Detailed and specific feedback
also gives them something to use to grow. It’s hard to grow on generalities.
Specificity tells your employees exactly what works and why, so they can
work harder at it.
Secret #6: Carpool chats are a quick route to effectively coaching and
counseling employees
Have you ever been in a car with a supervisor for a long trip and the
conversation started off stilted and then began to flow easily?
All of us have been there. There’s nothing like a carpool chat. There’s
something magical about being in a car with a coworker for a period of time.
It’s a prime opportunity for some coaching. You’re each a captive audience
for the other; no one can run. The only escape is focusing on your cell phone
or the traffic, so there aren’t many avenues for distraction, avoidance or
hiding.
Further, sitting in the car allows for easy sharing and talking because no
one is looking directly at anyone else. This diminishes any sort of
“confrontational” or “invasive” feeling because you’re not looking at each
other directly. This helps facilitate those conversations that are more
difficult when you are looking directly at each other. Thus, surprisingly, a
car ride to an event or meeting is an excellent opportunity for unnoticed, yet
extremely effective informal coaching and counseling. Make sure to take
advantage of it.
The six secrets above and the additional tips will put you on the inside track
for training, coaching and counseling your employees. Don’t hesitate to
begin.
Quality mentoring is a benefit for the coach and the coached, for the mentor
and the mentee. You’ll be sure to see the return in the growth of your
employees and the success of your organization.

GRAPHICS Issued by:
Page 50
SELF-CHECK 2.4-1
Supervising Team Performance
A. Enumeration. Enumerate the following. Write your answer on the space

provided.
1. What are the metrics for measuring team member performance?
____________________________
____________________________
____________________________
____________________________
____________________________
2. Methods of monitoring performance
____________________________
____________________________
____________________________
____________________________
____________________________
B. True or False. Write T if the statement is True on the space provided,
otherwise write F.
_____1. Coaching is future focused while counseling is past focused.
_____2. Coaching is problem focused while counseling is solution focused.
_____3. Coaching is outcome driven while counseling is challenge/issue
driven.
_____4. Every moment in the office is an opportunity for training, coaching
and counseling employees.
_____5. Coaching gives the individual a diagnosis and treatment or solution
to fix the problem while counseling helps the individual find their own
solution to meet their goal.

GRAPHICS Issued by:
Page 51
ANSWER KEY 2.4-1
Supervising Team Performance
A. Enumeration.
1. What are the metrics for measuring team member performance?

a. Attendance
b. Helpfulness
c. Efficiency
d. Initiative
e. Quality
2. Methods of monitoring performance
a. Observe your team
b. Create work plans
c. Encourage the use of self-monitoring tools
d. Carry out regular reviews
e. Feedback
B. True or False.
1. T
2. F
3. T
4. T
5. F

GRAPHICS Issued by:
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COMPETENCY BASED LEARNING

MARY MEDIATRIX OF ALL GRACES ACADEMY, INC.

` Date Developed: Document No. 500311111

The module, Leading Small Teams, contains training materials and

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

` Date Developed: Document No. 500311111

COMPETENCY-BASED LEARNING MATERIALS

No. Unit of Competency Module Title Code

2. Lead Small Teams Leading Small Teams 500311111

Apply Critical Thinking Applying Critical Thinking

Work in Diverse Working in Diverse

Propose Methods of Proposing Methods of

Evaluate Environmental Evaluating Environmental

Facilitate Entrepreneurial Facilitating Entrepreneurial

` Date Developed: Document No. 500311111

UNIT OF COMPETENCY : LEAD WORKPLACE COMMUNICATION

MODULE TITLE : LEAD WORKPLACE COMMUNICATION

MODULE DESCRIPTOR : This unit covers the knowledge, skills and

NOMINAL DURATION : 8 hours

` Date Developed: Document No. 500311111

Communicate Information about Workplace

1. Selecting appropriate communication method

` Date Developed: Document No. 500311111

Learning Activities Special Instructions

` Date Developed: Document No. 500311111

Verbal communication is such which engages the use of words – whether

 Written communication is such communication done through

 Oral communication uses spoken words. Thus, speeches-whether

Non-verbal communication: It is neither written nor uttered but it is such

Figure.1 One-way communication

Figure.2 Two-way communication

` Date Developed: Document No. 500311111

Intrapersonal communication takes place within a single person. It is

Perception is about creating an understanding of both oneself and one’s

Expectations are future-oriented messages dealing with long-term roles,

Self-awareness is a life skill that is practiced and then applied to overcome

Interpersonal communication is the interaction between two or more people

The purposes of interpersonal communication are to influence, help and

` Date Developed: Document No. 500311111

Adoption of a behavior passes through several stages and interpersonal

The other benefits of mass communication are accuracy and plausibility.

The message should be useful in creating awareness, and has to be followed

Directions: Answer all the questions listed below.

1. Communication method expressed in the form written or oral method

2. Flow of information from the sender to the receiver symmetrical way

3.Communication method takes place b/n two individuals

4. Means of transmitting messages to a large segment of a population.

5. This form of communication can be face-to-face, two-way, verbal or non-

` Date Developed: Document No. 500311111

` Date Developed: Document No. 500311111

TASK TITLE : Providing Team Leadership

EQUIPMENT, TOOLS AND MATERIALS:

` Date Developed: Document No. 500311111

Providing Team Leadership

` Date Developed: Document No. 500311111

Selecting Appropriate Source and Maintaining

Selecting appropriate source

Materials should be distributed in accessible and visible places where the

Maintaining Communication Skill

Communication skills are needed to:

Inform: You may be required to give facts or information to someone. For

 Influence: You may be required to influence or change someone in an

 Express feelings: Talking about your feelings is a healthy way to