CBLM Unit 2

COMPETENCY BASED LEARNING MATERIALS
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Sector: AGRICULTURE AND FISHERY SECTOR
Qualification: ORGANIC AGRICULTURE PRODUCTION NC II
Unit of Competency: WORK IN TEAM ENVIRONMENT
Module Title: WORKING IN TEAM ENVIRONMENT
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HOW TO USE THIS COMPETENCY-BASED LEARNING MODULE
Welcome to the Module Work in Team

Environment. This module contains training materials
and activities for you to complete.
The unit of competency is Work in Team Environment one of the Basic

Competencies which contains the knowledge, skills and attitudes required for all
the programs offered by all TESDA-Institutes in Region 03.
You are required to go through a series of

learning activities in order to complete each learning
outcome of the module. In each learning outcome
there are Information Sheets, Resource Sheets and
Reference Materials for further reading to help you
better understand the required activities. Follow these
activities on your own and answer the self-check at the
end of each learning outcome. Get the answer key
from your trainer and check your work honestly. If
you have questions, please don’t hesitate to ask
him/her for assistance.
Recognition of Prior Learning (RPL)

You may already have some or most of the
knowledge and skills covered in this module because
you have:
 Been working in the same industry for some time.
 Already completed training in this area.
If you can demonstrate to your trainer that you are

competent in a particular skill or skills, talk to
him/her about having them formally recognized so you
won’t have to do the same training again. If you have
qualifications or Certificates of Competency from
previous trainings, show them to your trainer. If the
skills you acquired are still relevant to this module,
they may become part of the evidence you can present
for RPL.
A Trainee Record Book (TRB) is given to you to record important dates,
jobs undertaken and other workplace events that will assist you in providing
further details to your trainer/assessor. A Record of Achievement/Progress Chart
is also provided to your trainer to complete/accomplish once you have completed
the module. This will show your own progress.
Date Develop: Document No.:

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WORK IN TEAM Developed by:
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DIRECTION FOR USE OF THE CBLM
This module was prepared to help you achieve the required competency:
Work in Team Environment. This will be the source of information for you to
acquire the knowledge and skills in this particular module with minimum
supervision or help from your trainer. With the aid of this material, you will
acquire the competency independently and at your own pace.
Talk to your trainer and agree on how you will both organize the training of
this unit. Read through the module carefully. It is divided into sections which
covers all the skills and knowledge you need to successfully complete in this
module.
Work through all the information sheets and complete the activities in each
section. Do what is asked in the INSTRUCTIONAL 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.
Talk to more experienced workmates and ask for their guidance.
Use the self-check questions at the end of each section to test your own
progress.
When you are ready, ask your trainer to watch you perform the activities
outlined in the module.
As you work through the activities, ask for written feedback on your
progress. Your trainer gives feedback/pre-assessment reports for this reason.
When you have successfully completed each element or learning outcome, ask your
trainer to mark on the reports that you are ready for assessment.
When you have completed this module and feel confident that you have had
sufficient practice, your trainer will schedule you for the institutional assessment.
The result of your assessment/evaluation will be recorded in your COMPETENCY
ACHIEVEMENT RECORD.

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LISTS OF BASIC COMPETENCIES
Competenc Unit of Competency Module Title Code

y Number
1 Participate In Workplace Participating in
Communication Workplace 400311210
Communication
2 Work in a Team Working in a
Environment Team 400311211
Environment
Solve/Address General Solving/Addressing
3
Workplace General Workplace
400311212
Problems Problems
4 Develop Career and Life Developing Career
400311213
Decisions and Life Decisions
5 Contribute to Workplace Contributing to
Innovation Workplace 400311214
Innovation
6 Present Relevant Presenting Relevant
400311215
Information Information
Practicing Occupational Practicing
7
Safety and Health Policies Occupational
and Procedures Safety and Health 400311216
Policies and
Procedures
Exercise Efficient and Exercising Efficient
8
Effective Sustainable and Effective
Practices in the Workplace Sustainable 400311217
Practices in the
Workplace
Practice Entrepreneurial Practicing
9
Skills in the Workplace Entrepreneurial
Skills in the 400311218
Workplace

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MODULE CONTENT
Modules of Instruction
UNIT OF COMPETENCY : WORK IN TEAM ENVIRONMENT

MODULE TITLE : WORKING IN TEAM ENVIRONMENT
MODULE DESCRIPTOR : This module covers the skills, knowledge and
attitudes to identify one’s roles and responsibilities
as a member of a team.
SUGGESTED DURATION : 3 hours
SUMMARY OF LEARNING OUTCOMES:
Upon completion of this module the students/ trainees will be able to:
LO 1. Describe team role and scope

LO 2. Identify one’s role and responsibility within a team
LO 3. Work as a team member
ASSESSMENT CRITERIA:
1. The role and objective of the team is identified from available sources
of information
2. Team parameters, reporting relationships and responsibilities are
identified from team discussions and appropriate external sources
3. Individual roles and responsibilities within the team environment are
identified
4. Roles and objectives of the team is identified from available sources of
information
identified based on team discussions and appropriate external sources
6. Effective and appropriate forms of communications are used and
interactions undertaken with team members based on company
practices
7. Effective and appropriate contributions made to complement team
activities and objectives, based on workplace context
8. Protocols in reporting are observed based on standard company
practices
9. Contribute to the development of team work plans based on an
understanding of team’s role and

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LEARNING OUTCOME 1
DESCRIBE TEAM ROLE AND SCOPE
CONTENTS:
- Group structure
- Group development
- Sources of information
1. The role and objective of the team is identified from available sources of
information
2.Team parameters, reporting relationships and responsibilities are
identified from team discussions and appropriate external sources
CONDITIONS:
The students/ trainees must be provided with the following:
- Access to relevant workplace or appropriately simulated environment

where assessment can take place
- Materials relevant to the proposed activity or task
- CBLM: Working in Team Environment
METHODOLOGIES:
- Distance Learning /Modular
- Self-paced Learning
ASSESSMENT METHODS
- Demonstration
- Observation
- Interviews/Questioning

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LEARNING EXPERIENCES
LEARNING OUTCOME # 1 DESCRIBE TEAM ROLE AND SCOPE

Learning Activities Special Instructions
1. Read information sheet 2.1-1
If you have some problem on the
content of the information sheet don’t
- Group structure hesitate to approach your facilitator.
If you feel that you are now
knowledgeable on the content of the
information sheet, you can now
answer self-check provided in the
module
2. Answer self-check 2.1-1
Refer your answer to answer key 2.1-
1
hesitate to approach your facilitator.
- Group development If you feel that you are now
module.
2
- Sources of information If you feel that you are now
module.
6. Answer self-check 2.1-3 Refer your answer to answer key 2.1-
3

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INFORMATION SHEET 2.1-1
GROUP STRUCTURE
Learning Objectives: After reading this INFORMATION SHEET, you MUST be able to:
A. Identify the Group structure
GROUP STRUCTURE
Group structure is defined as the layout of a

group. It is a combination of group roles, norms,
conformity, workplace behavior, status, reference
groups, status, social loafing, cohorts, group
demography and cohesiveness.
Let's go through the seven common types of org structures and reasons why
you might consider each of them.
 Hierarchical org structure
 Functional org structure
 Horizontal or flat org structure
 Divisional org structure
 Matrix org structure
 Team-based org structure
 Network org structure
The importance of group structure
Work groups are organized and have structural

elements that help the members understand who is
responsible for what tasks, what kind of behaviors are
expected of group members, and more. These
structural elements include roles, norms, and status.
Groups are also influenced by size and the degree of
group cohesiveness.

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The 4 types of groups
Four basic types of groups have traditionally been recognized: primary groups,
secondary groups, collective groups, and categories.
SELF-CHECK 2.1-1
ENUMERATION: Give at least 4 types of group.

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ANSWER KEY # 2.1-1
1. Primary groups
2. Secondary groups
3. Collective groups,
4. Categories.
A. Identify the Group development
GROUP DEVELOPMENT
The Group Development means, forming the

association of people to work as a group and direct
their actions towards the accomplishment of a
common goal. The jobs of each group member are
interdependent and hence the performance of one will
affect the entire group's performance.
The 5 stages of group development:
Forming - The initial forming stage is the process of putting the structure
of the team together. Team members feel ambiguous and conflict is avoided
at all costs due to the need to be accepted into the group. Team members
look to a group leader for direction and guidance, usually CORAL project
guides.

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Storming – This stage begins to occur as the process of organizing tasks
and processes surface interpersonal conflicts. Leadership, power, and
structural issues dominate this stage.
Norming - In this stage, team members are creating new ways of doing and
being together. As the group develops cohesion, leadership changes from
‘one’ teammate in charge to shared leadership. Team members learn they
have to trust one another for shared leadership to be effective.
Performing - True interdependence is the norm of this stage of group

development. The team is flexible as individuals adapt to meet the needs of
other team members. This is a highly productive stage both personally and
professionally.
Adjourning - In this stage typically team members are ready to leave (course
termination) causing significant change to the team structure, membership,
or purpose and the team during the last week of class. They experience
change and transition. While the group continues to perform productively
they also need time to manage their feelings of termination and transition.
Why is group development important?
Through correct team development, your team members will have plenty of

opportunities to build rapport with a foundation of acceptance. When people trust
one another, they're more likely to share ideas, collaborate effectively and make the
right decisions for everyone and the project.
Group development theory
GROUP DEVELOPMENT THEORY.

As a group or organization forms, it goes
through certain predictable stages, progressing from a
collection of individuals to a cohesive group working
for a common cause. Two dimensions are present in
any group and influence its development-task
functions and personal relations.
SELF-CHECK 2.1-2
Enumeration: What are the 5 stage of group development?

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ANSWER KEY # 2.1-2
1. Forming
2. Storming
3. Norming
4. Performing
5. Adjourning

SOURCES OF INFORMATION
A. Identify the Source of information
SOURCES OF INFORMATION
Information source. An information source is a

person, thing, or place from which information comes,
arises, or is obtained. Information sources can be
known as primary or secondary. That source might
then inform a person about something or provide
knowledge about it.
The 3 main sources of information
 Primary Sources - These sources are records of events or evidence as they are first
described or actually happened without any interpretation or commentary.
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 Secondary Sources - These sources offer an analysis or restatement of primary
sources.
 Tertiary Sources - Tertiary sources are sources that identify and locate primary
and secondary sources. These can include bibliographies, indexes, abstracts,
encyclopedias, and other reference resources; available in multiple formats, i.e.
some are online, others only in print.
Primary Information Sources
 Diaries.
 Experiments.
 Poems.
 Personal correspondences.
 Speeches.
 Paintings.
 Interviews.
 Annual reports of an organization or agency.
Secondary Information sources

 Journal articles that comment on or analyze research.
 Books that interpret, analyze.
 Political commentary.
 Dissertations.
 Newspaper editorial/opinion pieces.
Tertiary Information Sources

 Textbooks (sometimes considered as secondary sources)
 Dictionaries and encyclopedias.
 Manuals, guidebooks, directories, almanacs.
 Indexes and bibliographies.
The most popular source of information

NEW YORK (Reuters) - The Internet is by far the most popular source of
information and the preferred choice for news ahead of television, newspapers and
radio, according to a new poll in the United States.

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SELF-CHECK 2.1-3
1. Give at least 5 examples of Primary Information Sources.

2. Give at least 5 examples of Secondary Information Sources.

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ANSWER KEY # 2.1-3
1. Diaries.
2. Experiments.
3. Poems.
4. Personal correspondences.
5. Speeches.
6. Paintings.
7. Interviews.
8. Annual reports of an organization or agency.
1. Journal articles that comment on or analyze research.

2. Books that interpret, analyze.
3. Political commentary.
4. Dissertations.
5. Newspaper editorial/opinion pieces.

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LEARNING OUTCOME 2
IDENTIFY ONE’S ROLE AND RESPONSIBILITY WITHIN A TEAM
CONTENTS:
Team roles and objectives

Team structure and parameters
Team development
Sources of information
1. Individual roles and responsibilities within the team environment are

identified
2. Roles and objectives of the team is identified from available sources of
information
identified based on team discussions and appropriate external sources
CONDITIONS:

METHODOLOGIES:
ASSESSMENT METHODS
- Demonstration
- Observation

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LEARNING OUTCOME # 2 IDENTIFY ONE’S ROLE AND RESPONSIBILITY WITHIN A

TEAM
Team roles and objectives
module
1
Team structure and parameters If you feel that you are now
module.
2
Team development If you feel that you are now

module.
6. Answer self-check 2.2-3 Refer your answer to answer key 2.2 -
3

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TEAM ROLES AND OBJECTIVES
A. Identify the team roles and objective.
What is the role and objective of team?
The primary role of a team is to combine

resources, competencies, skills, and bandwidth to
achieve organizational objectives.
The 5 roles of an effective team:
Here are five roles of an effective team: Leaders,

Creative Director, Facilitator, Coach and a Member. All
these are essential components of a team, but they
need not be exclusive.
The 4 team roles:

Here are four roles for a team: Leader,
Facilitator, Coach or a Member. All these are the
components of a team, but remember that these need
not be exclusive.
Different roles in a team:

The nine Belbin team roles are: shaper,
implementer, completer/finisher,
Coordinator , team worker, resource investigator, monitor-evaluator, specialist
roles and plants role.

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Guidelines for Clarifying Roles and Objectives for Effective Teams
1) Clearly explain the task
When assigning tasks, use clear language

that is easy to understand. If more than one task
is involved, explain one task at a time to avoid
confusion. Describe what needs to be done,
say when it should be done, and describe
the expected results. Explain any organization
rules or standard procedures that must be
followed by anyone who does that type of task. It
goes without saying, if the task is ambiguous to
the team member, do not expect he or she will
perform it well. Even worse, expect error.
2) Explain the reason for the task
Unless it is obvious already or there is no

time for it, explain why the task
is necessary and important, and why you have
selected the person to be responsible for it.
Understanding the purpose of an assignment can
increase task commitment and facilitate
subordinate initiative in overcoming obstacles.
This principle is usually missed, unfortunately. To
have effective team members, you must show
them the value of their contribution to the team
and organization.
3) Check for understanding of the task
It is not enough to communicate and

explain the task to the team member. Be alert
for indications that the person does not
understand your instructions or is reluctant to do
what is asked (e.g., a puzzled expression or
hesitant response). For a complex task that the
person has not done previously, it is useful
to probe for understanding. For example, ask how
the person expects to carry out the task.
4) Provide any necessary instructions in how to do the task
If the person needs instruction in how to do

a task, demonstrate and explain the procedures
one step at a time using simple, clear language.
Point out both correct and incorrect procedures,
and explain the cues that indicate whether a
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procedure has been done correctly. If the task
involves an observable procedure that only takes a
short time to complete, and the person lacks
experience doing it, demonstrate the procedure.
Then, have the person practice it while
you observe and provide feedback. To have an
effective team, you need to coach its members.
5) Explain priorities for different objectives or responsibilities
Tasks often involve more than one type of

objective, and there may be trade-offs among the
objectives. For example, the objectives may involve
both quantity and quality of the work, and when
too much time is devoted to one objective the
other may suffer. There is no simple way to
determine priorities, but they should reflect
the importance of the task for the manager’s unit
and the organization. It is essential to explain the
relative priorities of different objectives and
provide guidance on how to achieve an effective
balance among them.
6) Set specific goals and deadlines for important tasks
Clear, specific performance goals are often

useful to guide efforts and increase task
motivation. The goals may involve the performance
of individual subordinates or the overall
performance of a team or work unit. The goals
should be challenging but realistic given the
difficulty of the task, subordinate skills, and
available resources needed for the work. For a
task that needs to be completed by a definite time
and date, it is useful to set a specific deadline for
the overall task, and sometimes for each
important step.
SELF-CHECK 2.2-1
Enumeration: Give the guidelines for Clarifying Roles and Objectives for
Effective Teams

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ANSWER KEY # 2.2-1
1) Clearly explain the task
2) Explain the reason for the task
3) Check for understanding of the task
4) Provide any necessary instructions in how to do the task
5) Explain priorities for different objectives or responsibilities
6) Set specific goals and deadlines for important tasks

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TEAM STRUCTURE AND PARAMETERS
Learning Objectives: After reading this INFORMATION SHEET, you MUST
be able to:
A. Identify team structure and parameters.
TEAM STRUCTURE AND PARAMETERS
Team structure refers to the composition of an

individual team or of a multi-team system. Team
structure is an integral part of the teamwork process.
A properly structured patient care team is an enabler
for and the result of effective communication,
leadership, situation monitoring, and mutual support.
And Parameters an arbitrary constant whose value
characterizes a member of a system (such as a family
of curves) also a quantity (such as a mean or variance)
that describes a statistical population.
What is structure parameter?
Structural estimation is a technique for

estimating deep "structural" parameters of theoretical
economic models. A structural parameter is also said
to be "policy invariant" whereas the value of reduced-
form parameter can depend on exogenously
determined parameters set by public policy makers.
What are the 4 types of organizational structures?
Functional - A functional organizational structure is a business structure that

groups employees by specialty, skill or related roles. It is based on levels of

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hierarchy that include different departments, under the direction of designated
leaders.
Divisional – A divisional organizational structure is a system in which a company

segments its employees based on products or markets, as opposed to their job
roles. Some companies have marketing, sales and communications departments,
while a divisional organization has trams dedicated to a specific region or product.
Flatarchy - Flatarchy organizational structure is a structure common with a start-

up or small company. It allows employees from different levels to make decisions in
the organization. An example of this type of structure is when an organization has
an internal hub or innovation center.
Matrix structures - A matrix structure is a combination of two or more types of

organizational structures. It is a way of arranging your business so that you set up
reporting relationships as a grid, or a matrix, rather than in the traditional
hierarchy.
SELF-CHECK 2.2-2
Enumeration: What are the 4 types of organizational structures?

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ANSWER KEY # 2.2-2
1. Functional
2. Divisional
3. Flatarchy
4. Matrix structures
TEAM DEVELOPMENT
Learning Objectives: After reading this INFORMATION SHEET, you MUST

be able to:
TEAM DEVELOPMENT
A group that is at once working

interdependently and cooperatively to accomplish a
specific set of purposes and goals. In theory, the
concept of team development is simple: amass a group
of talented and engaged individuals and task them
with completing a specific goal.
The process of team development
It talked about the four stages of development

all teams move through over time: forming, storming,
norming, and performing.
The importance of team development

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It builds trust, mitigates conflict, encourages
communication, and increases collaboration. Effective
team building means more engaged employees, which
is good for company culture and boosting the bottom
line. It can also be adventurous and enjoyable if you do
it with a little pizzazz.
How do you build a successful team?
1. Set SMART goals

2. Perform well-defined roles
3. Experiment regularly
4. Embrace diversity
5. Share a common culture
6. Be accountable to the team
7. Communicate effectively
8. Welcome strong leadership
How do you motivate your team?
1. Make them feel valued

2. Clear frequent communication
3. Encourage career progression
4. Create a positive working environment
5. Give them responsibility
6. Define their career paths
SELF-CHECK 2.2-3
Enumeration: How do you build a successful
team?

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ANSWER KEY # 2.2-3
1. Set SMART goals

2. Perform well-defined roles
3. Experiment regularly
4. Embrace diversity
5. Share a common culture
6. Be accountable to the team
7. Communicate effectively
8. Welcome strong leadership

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LEARNING OUTCOME 3
WORK AS A TEAM MEMBER
CONTENTS:
- Communication Process
- Workplace communication protocol
- Team planning and decision making
- Team thinking
- Team roles
- Process of team development
- Workplace context
1. Effective and appropriate forms of communications are used and

interactions undertaken with team members based on company
practices
2. Effective and appropriate contributions made to complement team
activities and objectives, based on workplace context
3. Protocols in reporting are observed based on standard company
practices
4. Contribute to the development of team work plans based on an
understanding of team’s role and objectives
CONDITIONS:

METHODOLOGIES:
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ASSESSMENT METHODS
- Demonstration
- Observation
LEARNING OUTCOME # 3 WORK AS A TEAM MEMBER
- Communication Process
module
2.Answer self-check 2.3-1
1
- Workplace communication If you feel that you are now
protocol knowledgeable on the content of the
module.
2

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- Team planning and decision If you feel that you are now
making knowledgeable on the content of the
module.
6.Answer self-check 2.3-3 Refer your answer to answer key 2.3-
3
- Team thinking If you feel that you are now

module.
4
- Team roles If you feel that you are now

module.
5
- Process of team development If you feel that you are now

module.
6
- Workplace context If you feel that you are now

module.
7

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COMMUNICATION PROCESS
A. Identify the process of communication.
Process of Communication
Communications is a continuous process

that mainly involves three elements viz. sender,
message, and receiver. The elements involved in the
communication process are explained below in
detail:
1. Sender
The sender or the communicator generates the message and conveys it to the
receiver. He is the source and the one who starts the communication
2. Message
It is the idea, information, view, fact, feeling, etc. that is generated by the
sender and is then intended to be communicated further.
3. Encoding
The message generated by the sender is encoded symbolically such as in the
form of words, pictures, gestures, etc. before it is being conveyed.
4. Media
It is the manner in which the encoded message is transmitted. The message
may be transmitted orally or in writing. The medium of communication
includes telephone, internet, post, fax, e-mail, etc. The choice of medium is
decided by the sender.
5. Decoding
It is the process of converting the symbols encoded by the sender. After
decoding the message is received by the receiver.
6. Receiver
He is the person who is last in the chain and for whom the message was sent
by the sender. Once the receiver receives the message and understands it in
proper perspective and acts according to the message, only then the purpose
of communication is successful.

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7. Feedback
Once the receiver confirms to the sender that he has received the message and
understood it, the process of communication is complete.
8. Noise
It refers to any obstruction that is caused by the sender, message or receiver
during the process of communication. For example, bad telephone connection,
faulty encoding, faulty decoding, inattentive receiver, poor understanding of
message due to prejudice or inappropriate gestures, etc.
SELF-CHECK 2.3-1
Enumeration: What are the process of communication?

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ANSWER KEY # 2.3-1

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1. Sender
2. Message
3. Encoding
4. Media
5. Decoding
6. Receiver
7. Feedback
8. Noise

WORKPLACE COMMUNICATION PROTOCOL
A. Identify workplace communication protocol
WORKPLACE COMMUNICATION PROTOCOL

A communication protocol is a formal process
that outlines the types of information to be
communicated to an organization, as well as
identifying the person(s) responsible for
communicating particular topics. The protocol also
outlines the audience, frequency, and suggested
communication vehicle.
What are the 3 communication protocols?

Transmission Control Protocol (TCP) - is a standard that defines how to establish
and maintain a network conversation by which applications can exchange data.
TCP works with the Internet Protocol (IP), which defines how computers send
packets of data to each other.
Internet Protocol (IP) - is a protocol, or set of rules, for routing and addressing
packets of data so that they can travel across networks and arrive at the correct
destination. Data traversing the Internet is divided into smaller pieces, called
packets.
User Datagram Protocol (UDP) - is a communications protocol that is primarily
used to establish low-latency and loss-tolerating connections between applications
on the internet. UDP speeds up transmissions by enabling the transfer of data
before an agreement is provided by the receiving party .

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SELF-CHECK 2.3-2
Enumeration: What are the 3 communication protocols?
ANSWER KEY # 2.3-2

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1. Transmission Control Protocol (TCP)
2. Internet Protocol (IP)
3. User Datagram Protocol (UDP)
TEAM PLANNING AND DECISION MAKING

A. Identify team planning and decision making.
EAM PLANNING AND DECISION MAKING

Planning and decision-making are the most
important managerial functions, and there are many
relations between them. Planning is thinking of doing.
Decision-making is a part of planning. Planning is the
process of selecting a future course of action, where
Decision-making means selecting a course of action.
Group planning and decision making
Group decision making is a type of participatory process in which multiple
individuals acting collectively, analyze problems or situations, consider and
evaluate alternative courses of action, and select from among the alternatives a
solution or solutions.
Team decision making process
Team decision making is important where the support of the group is critical, for
example where that same group that is tasked with putting the decision into
action. When you involve a group of people in a decision, you are likely to get even
more opinions and ideas than expected, which is both a good and a bad thing.
The 7 steps of the decision making process:

Step 1: Identify the decision that needs to be made
Step 2: Gather relevant information
Step 3: Identify alternative solutions
Step 4: Weigh the evidence
Step 5: Choose among the alternatives
Step 6: Take action
Step 7: Review your decision and its impact (both good and bad)

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SELF-CHECK 2.3-3
Enumeration:
What are the 7 steps of the decision making process?
1.
2.
3.
4.
5.
6.
7.
ANSWER KEY # 2.3-3
Step 1: Identify the decision that needs to be made

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Step 2: Gather relevant information
Step 3: Identify alternative solutions
Step 4: Weigh the evidence
Step 5: Choose among the alternatives
Step 6: Take action
Step 7: Review your decision and its impact (both good and bad)

TEAM THINKING
A. Identify team thinking.
TEAM THINKING
The team mentality is everything that pulls

the members into a cooperative environment; it is
whatever that unites the team members, supports
them as a whole, and gives them a chance to
support each other.
What are the 7 teamwork skills?
 Communication. Communication is the foundation of effective teamwork
 Time management
 Problem-solving
 Listening
 Critical thinking
 Collaboration
 Leadership
Seven examples of teamwork:
 Communication. The ability to communicate in a clear, efficient way is a
critical teamwork skill.
 Responsibility.
 Honesty.
 Active listening.
 Empathy.
 Collaboration.
 Awareness.
The qualities of a good team:
 They have clear goals and plans.

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 They have strong leadership.
 Members fulfill their own tasks and also help one another.
 Members communicate openly with the team.
 Members resolve conflict constructively.
 Members feel they directly contribute to the company's success.
3 important skills for teamwork and collaboration:

 1 - Trust. The American Psychological Association defines trust as “the
degree to which each party feels that they can depend on the other party to
do what they say they will do.
 2 - Tolerance.
 3 - Self-awareness.
SELF-CHECK 2.3-4
Enumeration: What are the 7 teamwork skills?
ANSWER KEY # 2.3-4

1. Communication
2. Time management
3. Problem-solving

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4. Listening
5. Critical thinking
6. Collaboration
7. Leadership

TEAM ROLES
A. Identify the team roles.
TEAM ROLES
The team roles describe a pattern of

behaviour that characterises one person's
behaviour in relationship to another in facilitating
the progress of a team. This approach enables an
individual or team to benefit from self-knowledge
and adjust behaviour according to the demands
being made by the external situation.
5 Roles of an Effective Team

Leader
The role of a leader to provide direction to

the team, vision to the team, motivation to the
team, team building skills and create ground rules
for working with each other. Leaders take off
everything from what sort of communication will
happen to how things will be reported. The
ultimate purpose of a leader is to make the
successful completion along with roles and
responsibilities of the team goal.
So first of all, fix the goal, clarify the goal,

and provide direction. Besides, if there are regular
meetings to be held then the leader is responsible
for conducting and preparing for those meetings.
The team leader is also responsible for assigning
individual roles & group member roles to team
members.
Creative Director Role

A source of creative energy is vital for
the success of any team. When people are working
as a team they need someone who can think out-
of-the-box and introduce new, unique concepts. It
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prevents stunted development and keeps the team
constantly working for enhancement.
Creative director supports a team to maintain progressive energy for

everyone involved that is vital for team work achievements. In case,
something does not work for a team, the creative director shifts the focus on
another approach.
Facilitator
In many organizations, the facilitator does
not have a formal authority; the facilitator helps
the team to make the decision. Even if a leader is
acting as a facilitator, then the leader is asking
the team or supporting the team to take those
steps. When teams brainstorm together and
discuss plans, ideas, a facilitator has to be on
hand to clearly and precisely log everything.
As a facilitator, one is responsible to help

the team to understand objectives and supports
the team on how to achieve the goal. That's how a
facilitator facilitates the team toward the goal.
Above all, learn how to delegate effectively. Also,
you should motivate people, develop team
members, communicate with people and manage
discipline effectively.
Coach
The coach in a team provides one-to-one
support after training. Suppose a team member
has been trained with something, the coach
supports that member after the training. Under
the one-to-one training, if there are any issue
team faces, here the coach is the first person to go
to. These rules overlap sometimes. A coach might
be the same person as the team leaders.
Skilled and proper trained professionals are

the foundation for the efficient functioning of a
team, and this is where the role and
responsibilities of a coach come in.
Member
The last role of an effective team member
needs to participate in team meetings and do
whatever assigned to them. Members participate
in meetings or via webinar platform to
brainstorming, idea generations or any other
support they need to provide.
Members should regularly communicate

with the team leader; understand what the leader
wants from you. Don't be afraid to ask your leader
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to coach or mentor. It will allow you to learn a lot
from them. Also keep talking with other members
to find out what they want from you, and what
they can do to help you.
For your personal growth, you need to

develop a new set of skills and make use of new
tools and techniques.
Bottom Line
An effective team means a group of
individuals where each person is committed to
working towards a shared goal. The right team
maximizes the individual strengths of team
members to come up with their best. While
leaders are responsible to facilitate and build the
teamwork skills of their people, members should
follow their instructions and work for the shared
goal.
SELF-CHECK 2.3-5
Enumeration: Giver 5 Roles of an Effective Team Leader.

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ANSWER KEY # 2.3-5
1. Creative Director Role

2. Facilitator
3. Coach
4. Member
5. Bottom Line

PROCESS OF TEAM DEVELOPMENT
A. Identify the process of team development.
Stages of Team Development
This process of learning to work together

effectively is known as team development.
Research has shown that teams go through
definitive stages during development. Bruce
Tuckman, an educational psychologist, identified
a five-stage development process that most teams
follow to become high performing. He called the
stages: forming, storming, norming, performing,
and adjourning. Team progress through the stages
is shown in the following diagram.

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Most high-performing teams go through five stages of team development.
Forming stage
The forming stage involves a period of

orientation and getting acquainted. Uncertainty is
high during this stage, and people are looking for
leadership and authority. A member who asserts
authority or is knowledgeable may be looked to
take control. Team members are asking such
questions as “What does the team offer me?”
“What is expected of me?” “Will I fit in?” Most
interactions are social as members get to know
each other.
Storming stage
The storming stage is the most difficult and

critical stage to pass through. It is a period
marked by conflict and competition as individual
personalities emerge. Team performance may
actually decrease in this stage because energy is
put into unproductive activities. Members may
disagree on team goals, and subgroups and
cliques may form around strong personalities or
areas of agreement. To get through this stage,
members must work to overcome obstacles, to
accept individual differences, and to work through
conflicting ideas on team tasks and goals. Teams
can get bogged down in this stage. Failure to
address conflicts may result in long-term
problems.
Norming stage
If teams get through the storming stage,

conflict is resolved and some degree of unity
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emerges. In the norming stage, consensus
develops around who the leader or leaders are,
and individual member’s roles. Interpersonal
differences begin to be resolved, and a sense of
cohesion and unity emerges. Team performance
increases during this stage as members learn to
cooperate and begin to focus on team goals.
However, the harmony is precarious, and if
disagreements re-emerge the team can slide back
into storming.
Performing stage
In the performing stage, consensus and

cooperation have been well-established and the
team is mature, organized, and well-functioning.
There is a clear and stable structure, and
members are committed to the team’s mission.
Problems and conflicts still emerge, but they are
dealt with constructively. (We will discuss the role
of conflict and conflict resolution in the next
section). The team is focused on problem solving
and meeting team goals.
Adjourning stage
In the adjourning stage, most of the team’s

goals have been accomplished. The emphasis is on
wrapping up final tasks and documenting the
effort and results. As the work load is diminished,
individual members may be reassigned to other
teams, and the team disbands. There may be
regret as the team ends, so a ceremonial
acknowledgement of the work and success of the
team can be helpful. If the team is a standing
committee with ongoing responsibility, members
may be replaced by new people and the team can
go back to a forming or storming stage and repeat
the development process.
SELF-CHECK 2.3-6
Enumeration: What are Stages of Team Development?

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ANSWER KEY # 2.3-6
1. Forming stage
2. Storming stage
3. Norming stage

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4. Performing stage
5. Adjourning stage

WORKPLACE CONTEXT
A. Identify the workplace context.
WORKPLACE CONTEXT
Work context is physical and social factors

that influence the nature of work. Open and
explore the folders below to see the different
categories and levels of information. Ratings on
occupations are available at the most detailed
level.
Work context refers to concepts that can be
used to describe the specific context of different
jobs that belongs to the same occupation. Work
context can for example describe a work places,
types of company, environmental conditions,
products, technologies or business activities.
Why is context important in the workplace?

Context influences how we interpret information. It's the lens through which
we view and make sense of the world. Think about context like a map at a
large airport.
To understand where you are, you need a map of the layout – that's the big
picture.
How do you describe the workplace?

A workplace or place of employment is a location where people perform
tasks, jobs and projects for their employer. Types of workplaces vary across
industries and can be inside a building or outdoors. Workplaces can be
mobile, and some people may work in different locations on various days.
The types of workplace forms:

These are email, memos, letters, fax cover sheets, and short reports. You
will also learn about the acronym FAST, which will help you stay mindful
about the appropriate Format, Audience, Style, and Tone of your document.
SELF-CHECK 2.3-7
Enumeration: Give the types of workplace forms.

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ANSWER KEY # 2.3-7
1. Email
2. Memos
3. letters
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4. Fax cover sheets
5. short reports

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COMPETENCY BASED LEARNING MATERIALS

Sector: AGRICULTURE AND FISHERY SECTOR

Qualification: ORGANIC AGRICULTURE PRODUCTION NC II

Unit of Competency: WORK IN TEAM ENVIRONMENT

Module Title: WORKING IN TEAM ENVIRONMENT

INSERT COMPANY NAME

Welcome to the Module Work in Team

The unit of competency is Work in Team Environment one of the Basic

You are required to go through a series of

Recognition of Prior Learning (RPL)

If you can demonstrate to your trainer that you are

Date Develop: Document No.:

Talk to more experienced workmates and ask for their guidance.

Date Develop: Document No.:

Competenc Unit of Competency Module Title Code

Date Develop: Document No.:

UNIT OF COMPETENCY : WORK IN TEAM ENVIRONMENT

SUMMARY OF LEARNING OUTCOMES:

LO 1. Describe team role and scope

Date Develop: Document No.:

The students/ trainees must be provided with the following:

- Access to relevant workplace or appropriately simulated environment

Date Develop: Document No.:

LEARNING OUTCOME # 1 DESCRIBE TEAM ROLE AND SCOPE

Date Develop: Document No.:

A. Identify the Group structure

Group structure is defined as the layout of a

The importance of group structure

Work groups are organized and have structural

Date Develop: Document No.:

Date Develop: Document No.:

INFORMATION SHEET 2.1-2

A. Identify the Group development

The Group Development means, forming the

The 5 stages of group development:

Date Develop: Document No.:

Performing - True interdependence is the norm of this stage of group

Why is group development important?

Through correct team development, your team members will have plenty of

Group development theory

GROUP DEVELOPMENT THEORY.

Enumeration: What are the 5 stage of group development?

Date Develop: Document No.:

INFORMATION SHEET 2.1-3

A. Identify the Source of information

Information source. An information source is a

The 3 main sources of information

Secondary Information sources

Tertiary Information Sources

The most popular source of information

Date Develop: Document No.:

1. Give at least 5 examples of Primary Information Sources.

Date Develop: Document No.:

1. Journal articles that comment on or analyze research.

Date Develop: Document No.:

Team roles and objectives

1. Individual roles and responsibilities within the team environment are

The students/ trainees must be provided with the following:

- Access to relevant workplace or appropriately simulated environment

Date Develop: Document No.:

LEARNING OUTCOME # 2 IDENTIFY ONE’S ROLE AND RESPONSIBILITY WITHIN A

Team development If you feel that you are now

Date Develop: Document No.: