Sector: ELECTRICAL AND ELECTRONICS

Qualification: ELECTRICAL INSTALLATION AND MAINTENANCE NC II

Unit of Competency: WORK IN A TEAM ENVIRONMENT

Module Title: WORKING IN A TEAM ENVIRONMENT

How to Use This Competency – Based Learning Material

Welcome to the competency – based learning material on “Work in a Team

Environment.” This contains training materials, information sheets and activities
for you to read and accomplish.
The unit of competency “work in a team environment” covers the skills,
knowledge and attitude to identify the roles and responsibilities of a team member.
You will be required to read reference materials or information sheets and
go through some activities in order for you to achieve each learning outcome. You
will do these activities at your own face and then answer the self-check at the end
of each information sheet. If you have questions please feel free to ask your trainer
for assistance.

Instruction Sheets:
• Information Sheet – this will provide you with information (concepts,
principles and other relevant information) needed in performing
certain activities.
• Worksheet – worksheets are the different forms that you need to fill-up
in certain activities that you performed.

Recognition of prior Learning (RPL)

You may have some knowledge and skills in this particular unit of
competency because you have had training in this area or you have worked in an
industry for sometimes.
If you feel that you already have the skills/knowledge in this competency or if
you have a certificate from previous training, you may show it to your trainer and
have your prior learning formally recognized.
A Trainee Record Book (TRB) is provided for you to record important dates,
jobs undertaken and other workplace events that will assist you in providing further
details to your trainer.
 DIRECTION FOR USE OF THE CBLM

This module was prepared to help you achieve the required competency:
Work in a 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 , ACTIVITY SHEETS
and complete the SELF-CHECK. Suggested references are included to supplement
the materials provided in this module.
Most probably, your trainer will also be your supervisor or manager. He/she
is there to support you and show you the correct way to do things. Ask for help.
Your trainer will tell you about the important things you need to consider
when you are completing activities and it is important that you listen and take notes.
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.
 LISTS OF BASIC COMPETENCIES

Competency Unit of Competency Module Title Code

Number

1 Participate in workplace Participating in workplace 400311210

communication communication

2 Work in a team Working in a team 400311211

environment environment

3 Solve/address general Solving/addressing 400311212

workplace problems general workplace
problems

4 Develop career and life Developing career and 400311213

decisions life decisions

5 Contribute to workplace Contributing to workplace 400311214

innovation innovation

6 Present relevant Presenting relevant 400311215

information information

7 Practice occupational Practicing occupational 400311216

safety and health safety and health policies
policies and procedures and procedures

8 Exercise efficient and Exercising efficient and 400311217

effective sustainable effective sustainable
practices in the practices in the
workplace workplace

9 Practice entrepreneurial Practicing 400311218

skills in the workplace entrepreneurial skills in
the workplace
 MODULE CONTENT

MODULES OF INSTRUCTIONS

UNIT OF COMPETENCY : WORK IN A TEAM ENVIRONMENT

MODULE TITLE : WORKING IN A TEAM ENVIRONMENT

INTRODUCTION : This module covers the skills, knowledge, and attitudes

to identify role and responsibility as a member of a team

SUMMARY OF LEARNING OUTCOMES:

At the end of the module you must be able to:

LO1. Describe team role and scope.
LO2. Identify own role and responsibility within team.
LO3. 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, relationships and responsibilities are identified from
team discussions and appropriate external sources.
3. Individual role and responsibilities within team environment are identified.
4. Roles and responsibilities of other team members are identified and
recognized.
5. Reporting relationships within team and external to team are identified.
6. Effective and appropriate forms of communications used and interactions
undertaken with team members who contribute to known team activities
and objectives.
7. Effective and appropriate contributions made to complement team
activities and objectives, based on individual skills and competencies
and workplace context.
8. Observed protocols in reporting using standard operating procedures.
9. Contribute to the development of teamwork plans based on an
understanding of team’s role and objectives and individual competencies
of the members.

PREREQUISITE : None
 LEARNING OUTCOME 1

DESCRIBE TEAM ROLE AND SCOPE

CONTENTS:

Team Work
Team Role
Relationship and responsibilities

ASSESSMENT CRITERIA:

1. The role and objective of the team is identified from available sources of
information.
2. Team parameters, relationships and responsibilities are identified from
team discussions and appropriate external sources.

CONDITIONS:

The students/trainees must be provided with the following:

Workplace
CD,VCD,tapes
Manuals
Handouts
Info Sheets

ASSESSMENT METHODS

Written Examination
Observation
Simulation
Role Playing
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

on Team Work content of the information sheet don’t
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 for 2.1-1 Refer your answer to answer key

2.1-1

3. Read Information Sheet 2.1-2 on If you have some problem on the

Team Role content of the information sheet don’t
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

4. Answer self-check for 2.1-2 Refer your answer to answer key 2.1-
2
 INFORMATION SHEET. 2.1-1
BUILDING RELATIONSHIP AND TEAM WORK

Learning Objectives:

1. Define team and its importance to a certain organization.

2. Identify the skills needed for teamwork

What is Team?

A Team is a group of people working together to achieve common objectives

and willing to forego individual autonomy to the extent necessary to achieve those
objectives.

A smallest team consists of 2 people and the upper limit can be to the size of
the organization. The whole organization can work as a team if its members
develop a common style of working i.e., constructive and cooperative. This is
normally described as teamwork. An organization is viewed as a network of teams,
temporary and permanent.
For a team to achieve its common objectives, its members should share its
objectives and be identified wholeheartedly with them. By joining a team, the
individual member “signs on” the team’s objectives, he enters into a contract as a
condition of becoming a member of the team. A team member is willing to forego
personal autonomy to the extent necessary to achieve common objectives, by
joining a team one has to limit his freedom to do as he likes.
 There cannot be a team without a leader who has ultimate responsibility for
deciding the degree to which autonomy of the team member has to be constrained.
He has to exercise his responsibility in a way that it does not erode the commitment
of the team members. He needs to establish the constraints through a consultation
process of problem solving and negotiations.

Skills needed for teamwork

Aside from any required technical proficiency, a wide variety of social skills are
desirable for successful teamwork, including:

• Listening - it is important to listen to other people's ideas. When people are

allowed to freely express their ideas, these initial ideas will produce other
ideas.
• Questioning - it is important to ask questions, interact, and discuss the
objectives of the team.
• Persuading - individuals are encouraged to exchange, defend, and then to
ultimately rethink their ideas.
• Respecting - it is important to treat others with respect and to support their
ideas.
• Helping - it is crucial to help one's coworkers, which is the general theme of
teamwork.
• Sharing - it is important to share with the team to create an environment of
teamwork.
• Participating - all members of the team are encouraged to participate in the
team.
• Communication - For a team to work effectively it is essential team members
acquire communication skills and use effective communication channels
between one another e.g. using email, viral communcation, group meetings
and so on. This will enable team members of the group to work together and
achieve the team’s purpose and goals.
 SELF CHECK 2.1-1

Multiple Choice: Choose the letter of the correct answer from the given choices.

__________ 1. A teamwork skill which treats others with respect

a. Listening
b. Communication
c. Sharing
d. Respecting
__________ 2. Needed for a team to work effectively
a. Communication
b. Persuasion
c. Participation
d. sharing
__________ 3. Consist of two people in an organization
a. team
b. largest team
c. thing
d. smallest team
__________ 4. A group of people working together to achieve common objectives
and willing to forego individual autonomy to the extent necessary to achieve
a. tines
b. teens
c. teams
d. times
__________ 5. The general theme of teamwork
a. searching
b. helping
c. persuading
d. sharing
 SELF CHECK ANSWER KEY 2.1-1

1. d
2. a
3. d
4. c
5. b
 INFORMATION SHEET 2.1-2

TEAM ROLES

Learning objective:

1. Describe and identify the different roles of a team

BELBIN TEAM ROLE THEORY

Meredith Belbin (1993) basing on his research proposed nine roles that
successful teams should have:

• Coordinator
This person will have a clear view of the team objectives and will be
skilled at inviting the contribution of team members in achieving these, rather
than just pushing his or her own view. The coordinator (or chairperson) is self
disciplined and applies this discipline to the team. They are confident and
mature, and will summarize the view of the group and will be prepared to
take a decision on the basis of this.
• Shaper
The shaper is full of drive to make things happen and get things going.
In doing this they are quite happy to push their own views forward, do not
mind being challenged and are always ready to challenge others. The shaper
looks for the pattern in discussions and tries to pull things together into
something feasible which the team can then get to work on.

• Plant
This member is the one who is most likely to come out with original
ideas and challenge the traditional way of thinking about things. Sometimes
they become so imaginative and creative that the team cannot see the
relevance of what they are saying. However, without the plant to scatter the
seeds of new ideas the team will often find it difficult to make any headway.
The plant’s strength is in providing major new insights and ideas for changes
in direction and not in contributing to the detail of what needs to be done.

• Resource investigator
The resource investigator is the group member with the strongest
contacts and networks, and is excellent at bringing in information and
support from the outside. This member can be very enthusiastic in pursuit of
the team’s goals, but cannot always sustain this enthusiasm.

• Implementer
The individual who is a company worker is well organised and
effective at turning big ideas into manageable tasks and plans that can be
achieved. Such individuals are both logical and disciplined in their approach.
They are hardworking and methodical but may have some difficulty in being
flexible.

• Team worker
The team worker is the one who is most aware of the others in the
team, their needs and their concerns. They are sensitive and supportive of
other people’s efforts, and try to promote harmony and reduce conflict. Team
workers are particularly important when the team is experiencing a stressful
or difficult period.

• Completer
As the title suggests, the completer is the one who drives the
deadlines and makes sure they are achieved. The completer usually
communicates a sense of urgency which galvanises other team members
into action. They are conscientious and effective at checking the details,
which is a vital contribution, but sometimes get ‘bogged down’ in them.
• Monitor evaluator
The monitor evaluator is good at seeing all the options. They have a
strategic perspective and can judge situations accurately. The monitor
evaluator can be overcritical and is not usually good at inspiring and
encouraging others.

• Specialist
This person provides specialist skills and knowledge and has a
dedicated and single-minded approach. They can adopt a very narrow
perspective and sometimes fail to see the whole picture.

• Finisher
A person who sticks to deadline and likes to get on with things, Will
probably be irritated by the more relaxed member of the team.
 SELF CHECK 2.1-2

Multiple Choice: Choose the letter of the correct answer from the given choices.

1.This person will have a clear view of the team objectives and will be skilled at
inviting the contribution of team members in achieving these, rather than just
pushing his or her own view.

a. Shaper
b. Plant
c. Coordinator
d. Resource investigator

2.They are hardworking and methodical but may have some difficulty in being
flexible.
a. Implementer
b. Shaper
c. Team worker
d. Completer

3.Full of drive to make things happen and get things going.

a. Coordinator
b. Shaper
c. Implementer
d. Team worker

4.One who is most aware of the others in the team, their needs and their concerns

a. Implementer
b. Worker
c. Tosser
d. Team worker

5.A person who sticks to deadline and likes to get on with things

a. Completer
b. Finisher
c.Implementer
d.shaper
 SELF CHECK ASWER KEY 2.1-2

1. c
2. a
3. b
4. d
5. b
 LEARNING OUTCOME 2

IDENTIFY OWN ROLE AND RESPONSIBILITIES WITHIN A TEAM

CONTENTS:

- Team Roles and Responsibilities

ASSESSMENT CRITERIA:

1. Individual role and responsibilities within the team environment are

identified.
2. Roles and responsibility of other team members are identified and
recognized.
3. Reporting relationships within team and external to team are identified.

CONDITIONS:

The students/trainees must be provided with the following:

Workplace
CD,VCD,tapes
Manuals
Handouts
Info Sheets

ASSESSMENT METHODS

Written Examination
Observation
Simulation
Role Playing
LEARNING EXPERIENCES

Learning Outcome 1 - Describe team role and scope.

Learning activities Special Instructions

1. Read Information Sheet 2.2-1 If you have some problem on the

on Team Roles and content of the information sheet don’t
Responsibilities 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 for 2.2-1 Refer your answer to answer key

2.2-1
 INFORMATION SHEET # 2.2-1
Team Roles and Responsibilities

Learning objectives:
1. Learn and apply the team roles and responsibilities.
2. Know the specific responsibilities of team members in a team.

Working in groups is a very common phenomenon in the private sector and

government agencies. It is important that each member of a team to not only be an
active participant in the team, but also to be certain that all other team members are
contributing members of the team. There are many ways in which members of a
team can contribute. Some may lead with key concepts; others may supply key
details; while others may assist in sharpening or further development of certain
details or concepts. It is expected that you will discuss your individual efforts with
other members of the team. You may also discuss the problem with class members
from other teams, but not to the exclusion of the members of your own team.

Team members don't have specific responsibilities, but their participation

is critical to the team's success. Team members must agree to:

• Be enthusiastic and committed to the team's purpose.

• Be honest and keep any confidential information behind closed doors.
• Share responsibility to rotate through other team roles like
facilitator, recorder, and timekeeper.
• Share knowledge and expertise and not withhold information.
• Ask questions, even seemingly "dumb" ones. Often the new perspective
of "inexperienced" team members can provide insight.
• Fulfill duties in between meetings.
 • Respect the opinions and positions of others on the team, even if the
person has an opposing view or different opinion.

Individual Responsibilities Group Control or

Override
Executive 1. Defines the team's Charter 1. Decide who
Sponsor approved by a Strategy Council should be
which controls/supports cross- invited to
functional teams. subsequent
2. Recruits the team's Coordinator. meetings.
3. Recommends potential members 2. Request specific
for the team. meetings which
4. Requests budget of time from Sponsor should
managers of potential team attend or not
members. attend.
5. Decides who should be invited
to the initial/kick-off meeting.
6. Introduces team members to
each other.
7. Explains to the team the need
for their contributions and how
their work fits within the
organization as a whole.
8. Reports the progress of the
team to a Strategy Council.
9. Resolves conflicts the team has
with other groups.
10. Clarify whether different
people carry different "weight"
in discussions and decisions.
 devoted to each topic.
6. Concludes the meeting at
the appointed ending time.
7. Clarifies the method for making
decisions (consensus, voice
vote, anonymous ballots, etc.)
before discussions begin.
8. Creates and maintains team
Project Plans (e.g., flow charts).
9. Anticipates, seeks, and reserves
support services needed by the
team.
10. Arranges for refreshments food,
travel, lodging, etc. for team
members.

Facilitator 1. Interrupts the meeting to remind 1. Agree on

the group about a process specific
concern. meetings which
2. Evaluates norms and methods Facilitator
used during the meeting. should attend or
3. Between meetings, coaches not attend.
individual team members.
4. Mediates conflict among
individuals within the group.
5. Collects and summarizes
anonymous questionaires and
ballots.

Team 1. Notify Coordinator about not 1. Define what

Members being able to attend a meeting. precautions are
2. Bring individual needed to
calendars/schedules, maintain an
distributions received, and appropriate
personal notes to the meeting. level of
3. Bring name tags or name tents confidentiality.
when appropriate. 2. Define rules for
4. Arrive at meetings prior to the members to
start time. follow.
5. Help in room setup when
needed.
6. Turn electronics (beepers,
phones, etc.) off tone mode
 during meetings.
7. Greet other members of
the team.
8. Write questions and comments
down to participate when
appropriate.
9. Clarify concerns before
identifying solution options.
10. Focus on creatively addressing
interests rather than selling
specific options/positions.
11. Clean up the room (align
chairs, discard trash, etc.)
before leaving.
12. Respect requests for
confidentiality.
13. Complete assignments between
meetings.
14. Brief members who are absent.

Timekeeper 1. Brings a timer to meetings. 1. Stop

2. room are calibrated to a presentation to
common standard Ensures that "Call the
clocks in the meeting. Question" --
3. Before the meeting starts, take a vote
announces "x minutes before whether to
the meeting". continue.
4. Says "the meeting has started"
at the appointed start of the
meeting.
5. If the meeting has not started,
says "the meeting started x
minutes ago" every 5 minutes.
6. Communicates to presenters
how much time is remaining
(e.g., 10 minutes, 5 minutes, 2
minutes, 1 minute, 30 seconds).
7. Interrupts group with a "Point of
Order" to announce end of time.
 of paper produced by the team. written down or
3. Legibly writes what the group not.
verbalizes onto flip-chart paper
or white-board. The term
4. Posts flip-chart paper or white- Minutes of a
board. meeting
5. Ensures that charts match orginates from
Notes taken by Note taker. the Latin
6. Gives charts to Note taker. minutus,
meaning
“small”,
because they
are meant to be
short and quick.
Note taker 1. Brings blank note paper and 1. Agree on
writing instruments to meetings. whether notes
2. Takes legible notes during need to be
team meetings. typed up.
3. If necessary, types up notes. 2. Review notes
for
mistakes/omissi
ons.
3. Agree on
whether specific
entries should
be in or out of
the notes.

Librarian 1. Brings team's Archive Binder(s) -

to meetings (or arranges someone
else to bring it/them).
2. Looks up and reads
information from archives
during team meetings.

Publisher 1. Sends invitations to those invited 1. Agree on who

to the meeting. should be
2. Makes copies for team before, invited to the
during, and after meetings. meeting.
3. Maintains the team's 2. Agree on who is
Distribution List. on the team's
4. Procures/Provides binders and Distribution
 binds papers as needed. List.
5. Provides copies of the 3. Approve who
team's Distribution List. receives the
6. Ensures that recipients team's
actually received publications. Distribution
7. Brings enough extra copies List.
to team meetings. 4. Agree on
binding and
distribution
methods
and styles.

Technician 1. Brings extra bulbs and other 1. Agree on what

/Facilities supplies to the meeting. the desired
Manager 2. Makes sure equipment operates environmental
properly x minutes before the start conditions.
of the meeting.
3. Monitors environmental
conditions (heat, etc.).
4. Adjusts thermostats as needed
or as anticipated.

Presenter(s) 1. Bring presentation materials 1. Approve the

(overhead foils, flip charts, etc.) objectives of the
2. Make sure equipment operates presentation.
properly x minutes before the start 2. Ask questions
of the meeting.
only when
3. If new, provide Coordinator with a
statement of introduction. appropriate.
4. Request adjustments to lighting, 3. Provide
sound levels, etc. feedback to
5. Organize information logically -- Presenter(s).
in chunks.
6. Make transitions of topic logically
easy to follow.
7. Define what important/specialized
words mean.
8. Provide concrete examples
9. Explain why -- reasons for
statements and questions.
10. Provide written back-up to
verbally presented information.
 SELF CHECK 2.2-1

Multiple Choice: Choose the letter of the correct answer from the given choices.

1. Monitors environmental conditions

a. Publisher
b. Presenter
c. Technician/Facilities manager
d. Note taker

2. Makes copies for team before, during and after meetings

a. Publisher
b. Manager
c. Presenter
d. Note taker

3. Make sure equipment operates properly x minutes before the start of

the meeting.

a. Publisher
b. Presenter
c. Manager
d. Note taker
4. Ensures that charts match Notes taken by Note taker
a. Scribes
b. Presenter
c. Note taker
d. Trainer
5. Greet other members of the team.
a. Presenter
b. Time keeper
c. Worker
d. Team member
 ANSWER KEY 2.2-1

1.c

2. a

3. b

4. a

5. d
 LEARNING OUTCOME 3 - WORK AS TEAM MEMBER

CONTENTS:

- Communication process
- Team structure/team roles
- Group planning and decision making

ASSESSMENT CRITERIA:

1. Effective and appropriate forms of communications used and interactions

undertaken with team members who contribute to known team activities
and objectives.
2. Effective and appropriate contributions made to complement team
activities and objectives, based on individual skills and competencies
and workplace context.
3. Observed protocols in reporting using standard operating procedures.
4. Contribute to the development of team work plans based on an
understanding of team’s role and objectives and individual competencies
of the members.

CONDITIONS:

The students/ trainees must be provided with the following:

Learning guides
Transparencies
CD’s

METHODOLOGIES:

Group Discussion/ Interaction

Simulation
Demonstration

ASSESSMENT METHODS:

Observation of work activities

Observation through simulation or role play
LEARNING EXPERIENCES
Learning Outcome 3 - WORK AS TEAM MEMBER
Learning activities
1. Read Information Sheet 2.3-1
on Communication Process
2. Answer self-check for 2.3-1
3. Read Information Sheet 2.3-2 on
Team Structure/Team Roles
4. Answer self-check for 2.3-2
5. Read Information Sheet 2.3-3 on
Role and Responsibilities with team
environment
6. Answer self-check for 2.3-3
Special Instructions
If you have some problem on the content
of the information sheet don’t 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
Refer your answer to answer key
2.3-1
If you have some problem on the content
of the information sheet don’t 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
Refer your answer to answer key 2.3-
2
If you have some problem on the
content of the information sheet don’t
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
Refer your answer to answer key 2.3-
3
 INFORMATION SHEET # 2.3-1

COMMUNICATION PROCESS

Learning objectives:

1. Be more aware of the importance of communication in a team.

2. Apply the importance of good communication

Communication is the ability to share information with people and to

understand what information and feelings are being conveyed by others.
Communication can take on many forms including gestures, facial expressions,
signs, vocalizations (including pitch and tone), in addition to speech and
written communication. Trainers, trainee frequently use nonverbal methods to
communicate. Trainee often show disinterest in school by avoiding eye contact or
sitting back in their chairs with their arms folded across their chests during
instruction. Staff members may indicate that they have time to talk but they may
show disinterest by making themselves busy to something unimportant while you
are trying to talk. Conversely, a smiling, nodding face indicates that the listener is
interested in what we are saying and encourages us to continue. Communication
includes a broad range of actions which help the students work more effectively with
their teachers.

Effective communication is an essential component of organizational

success whether it is at the interpersonal, intergroup, intra group, organizational, or
external levels.
 It is also very important to understand that a majoring of communication is
non-verbal. This means that when we attribute meaning to what someone else is
saying, the verbal part of the message actually means less than the non-verbal part.
The non-verbal part includes such things as body language and tone.

If you’re a Team Member

Communicate, Communicate, and Communicate
If you have a problem with someone in your group, talk to him about it. Letting
bad feelings brew will only make you sour and want to isolate yourself from the
group. Not only does it feel good to get it out, but it will be better for the team in
the long run.

Don't Blame Others

People in your group lose respect for you if you're constantly blaming others for not
meeting deadlines. You're not fooling anyone, people know who isn't pulling his
weight in a group. Pointing the finger will only make you look cowardly. Group
members understand if you have a heavy workload and weren't able to meet a
deadline. Saying something like, "I'm really sorry, but I'll get it to you by the end of
today." will earn you a lot more respect than trying to make it seem like it's
everyone else's fault that you missed your deadline.

Support Group Member's Ideas

If a teammate suggests something, always consider it – even if it's the silliest idea
you've ever heard! Considering the group's ideas shows you're interested in other
people's ideas, not just your own. And this makes you a good team member.
After all, nobody likes a know-it-all.

No Bragging
It's one thing to rejoice in your successes with the group, but don't act like a
superstar. Doing this will make others regret your personal successes and may
create tension within the group. You don't have to brag to let people know you've
done a good job, people will already know. Have faith that people will recognize
when good work is being done and that they'll let you know how well you're
doing. Your response? Something like "Thanks that means a lot." is enough.

Listen Actively
Look at the person who's speaking to you, nod, ask probing questions and
acknowledge what's said by paraphrasing points that have been made. If you're
unclear about something that's been said, ask for more information to clear up any
confusion before moving on. Effective communication is a vital part of any team,
so the value of good listening skills shouldn't be underestimated.

Get Involved
Share suggestions, ideas, solutions and proposals with your team members. Take
the time to help your fellow teammates, no matter the request. You can guarantee
there will be a time in the future when you'll need some help or advice. And if
you've helped them in past, they'll be more than happy to lend a helping hand.
 SELF CHECK 2.3-1

Write TRUE if the statement is correct and write FALSE if the statement is incorrect.

1. If you're unclear about something that's been said, ask for

more information to clear up any confusion before moving on
2. Effective communication is an essential component of
organizational success.
3. If a teammate suggest something, do not consider it.
4. You have to brag to let people know that you have done a good job
5. Communication is the ability to share information with people.
 ANSWER KEY 2.3-1

1. True
2. True
3. False
4. False
5. True
 INFORMATION SHEET 2.3-2

TEAM STRUCTURE/TEAM ROLES

Learning objectives:

1. Use high interaction among members of the team to increase trust and
openness.
2. Able to apply inter personal skills

Team and Individual

In a team, individual members tend to be highly aware of their responsibility,

whether it stems from social pressure or the fulfillment of personal need. Teams are
capable of performing functions and achieving some goals more efficiently and
accurately than individuals can. Although there is evidence that individuals
sometimes perform better than teams, the quality of decision making is much high
in teams working under certain conditions.

The team and the individual members are dependent on each other. Their
relationships play a vital role in the success of the team. As the individual member
grows and matures, so does the team.

To perform effectively a team requires three different types of skills:

➢ It needs people with technical expertise.

➢ It needs people with the problem solving and decision making skills to be
able to identify problems, generate alternatives, evaluate those alternatives
and make competent choices.
➢ Teams need people with good listening, feedback, conflict resolution and
other inter personal skills.

No team can achieve its performance – potential without developing all three types
of skills. The mix is crucial. Too much of one at the expense of others will result in
lower team performance. But team doesn’t need to have all the complementary
skills in place at the beginning.

It is not uncommon for one or more members to take responsibility to learn the skills
in which the group is deficient, thereby allowing the team to reach its full potential.
Intra Group Development

The activities considered in team building typically include goal setting,

development of interpersonal relations among team members role analysis to clarify
each member’s role and responsibilities and team process analysis. Of course team
building may emphasize or exclude certain activities depending on the purpose of
the development effort and the specific problems with which the team is confronted.
Basically, however team building attempts to use high interaction among members
to increase trust and openness.

It may be beneficial to begin by having members attempt to define the goals and
priorities of the team. This will bring to the surface different perceptions of what the
team’s purpose may be. Following this, members can evaluate the team’s
performance – how effective are they in structuring priorities and achieving their
goals? This should identify potential problem areas. This self critique discussion of
means and ends can be done with members of the total present or, where large
size impinges on a free interchange of views, may initially take place in smaller
groups followed up by the sharing of their findings with the total team.

Team building can also address itself to clarifying each member’s role on the team.
Each role can be identified and clarified. Previous ambiguities can be brought to the
surface. For some individuals, it may offer one of the few opportunities they have
had to think through thoroughly what their job is all about and what specific tasks
they are expected to carry out if the team is to optimize its effectiveness.

Inter-group Development
Inter-group development seeks to change the attitudes, stereotypes, and
perceptions that groups have of each other. For example, in one company, the
engineers saw the accounting department as composed of shy and conservative
types, and the human resources department as having as bunched of “ultraliberals
who are more concerned that some protected group of employees might get their
feelings hurt than with the company making a profit.” Such stereotypes can have an
obvious negative impact on the coordinative efforts between the departments.

Although there are several approaches for improving inter-group relations, a popular
method emphasizes problem solving. In this method, each group meets
independently to develop lists of its perception of itself, the other group, and how it
believes the other group perceives it. The groups then share their list, after which
similarities and differences are discussed. Differences are clearly articulated, and
the groups look for the causes of the disparities.

Are the groups’ goals at odds? Were perceptions distorted? On what basis were
stereotypes formulated? Have some differences been caused by
misunderstandings of intention? Have words and concepts been defined differently
by each group? Answers to questions like these clarify the exact nature of the
conflict. Once the causes of the difficulty have been identified, the groups can move
to the integration phase – working to develop solutions that will improve relations
between the groups, sub-groups, with members from each of the conflicting groups,
can now be created for further diagnosis and to begin to formulate possible
alternative actions that will improve relations.

Essential Team Roles

Involving role. One initiates action. A team member may motivate others by
getting them involved in an idea or problem. The involving role consists of asking
questions of other members to "bring out" or stimulate each team member.
Listening role. A member listens actively (nodding, leaning forward),
expressing that he/she is really hearing what is being said. Active listeners
encourage group members to express themselves.

Supporting role. A team member gives an added dimension to good ideas by

their support. By supporting and encouraging others, the team member
strengthens confidence and trust.

Compromising role. One member gives up something for problem solving to take
place. Compromising can lead to team productivity. It is a role that is necessary
for cooperation and collaboration.
 SELF CHECK 2.3-2

Multiple Choice: Choose the letter of the correct answer from the given choices.

1.This role consists of asking questions of other members to "bring out" or

stimulate each team member.

a. Involving role
b. Listening role
c. Supporting role
d. Compromising role

2.It is a role that is necessary for cooperation and collaboration.

a. Involving role
b. Listening role
c. Supporting role
d. Compromising role

3.The team member strengthens confidence and trust.

a. Involving role
b. Listening role
c. Supporting role
d. Compromising role

4.Encourage group members to express themselves

a. Involving role

b. Listening role

c. Supporting role

d. Compromising role
 INFORMATION SHEET 2.3-3

GROUP PLANNING AND DECISION MAKING

Learning objectives:

1. Identify the different types of group decision making

2. Learn the procedures in effective discussion

For effective group discussion, you must follow some procedures:

1. Identify the particular problem or situation- what the problem or situation is;
analyze it, find its causes, determine its seriousness, and decide whether or
not it is something deserving attention.
2. Establish a criteria or course of action leading to a workable solution. For
example, in a flood calamity, you must determine the time, the effort, and the
money that will be involved in helping the flood victims as acceptable
solutions to solve the crisis.
3. Research possible solutions or courses of action – this implies using
interviews, library work, observation, experiment-actions as tools for arriving
at valid conclusions and solutions to the problem at hand.
4. Evaluate proposed solutions or courses of action for the purpose of selecting
one to be tested, i.e. test each proposed solution for effectivity of results. For
 example, using helicopters to bring food, medicine, and clothing to the
people in the flooded areas that had remained impassable because of high
water.
5. Test the selected solution or course of action so as to find out how workable
the solution is.

Types of Group Decision-making

Abstract- Many managers like to believe that they are accomplished in such
group decision-making processes as action planning, goal setting and
problem-solving. However, their ability to implement such techniques
effectively is often hindered by their lack of understanding of the dynamics of
these group decision-making processes. As a result, these managers often
end up perpetuating problems that they themselves create through their
insensitivity to the needs of other group members. Hence, instead of
achieving a consensus, such managers only serve their own interests by
leading the group to situations such as decision-making by lack of response
or by authority role. Sometimes, they lead the group toward decision-making
by minority rule or by majority role, as the case might be. The better way to
achieve consensus would be for them to track how decisions are made and
ensure that they are achieved by true consultation.

Decision by Lack of Response (The "Plop" Method)

The most common--and perhaps least visible--group decision-making method is

that in which someone suggests an idea and, before anyone else has said anything
about it, someone else suggests another idea, until the group eventually finds one it
will act on. This results in shooting down the original idea before it has really been
considered. All the ideas that are bypassed have, in a sense, been rejected by the
group. But because the "rejections" have been simply a common decision not to
support the idea, the proposers feel that their suggestions have "plopped." The
floors of most conference rooms are littered with "plops."

Decision by Authority Rule

Many groups start out with--or quickly set up--a power structure that makes it clear
that the chairman (or someone else in authority) will make the ultimate decision.
The group can generate ideas and hold free discussion, but at any time the
chairman may say that, having heard the discussion, he or she has decided upon a
given plan. Whether this method is effective depends a great deal upon whether the
chairman is a sufficiently good listener to have culled the right information on which
to make the decision. Furthermore, if the group must also implement the decision,
then the authority-rule method produces a bare minimum of involvement by the
group (basically, they will do it because they have to, not necessarily because they
want to). Hence it undermines the potential quality of implementation.

Decision by Minority Rule

One of the most-often-heard complaints of group members is that they feel

"railroaded" into some decision. Usually, this feeling results from one, two, or three
people employing tactics that produce action--and therefore must be considered
decisions--but which are taken without the consent of the majority.

A single person can "enforce" a decision, particularly if he or she is in some kind of

chairmanship role, by not giving opposition an opportunity to build up. For example,
the manager might consult a few members on even the most seemingly insignificant
step and may get either a negative or positive reaction. The others have remained
silent. If asked how they concluded there was agreement, chances are they will say,
"Silence means consent, doesn't it? Everyone has a chance to voice opposition." If
the group members are interviewed later, however, it sometimes is discovered that
an actual majority was against a given idea, but that each one hesitated to speak up
because she thought that all the other silent ones were for it. They too were trapped
by "silence means consent."

Finally, a common form of minority rule is for two or more members to come to a
quick and powerful agreement on a course of action, then challenge the group with
a quick, "Does anyone object?," and, if no one raises their voice within two seconds,
they proceed with "Let's go ahead then." Again the trap is the assumption that
silence means consent.

Decision by Majority Rule (Voting and Polling)

More familiar decision-making procedures are often taken for granted as applying to
any group situation because they reflect our political system. One simple version is
to poll everyone's opinion following some period of discussion. If the majority of
participants feels the same way, it is often assumed that is the decision. The other
method is the more formal one of stating a clear alternative and asking for votes in
favor of it, votes against it, and abstentions.

On the surface, this method seems completely sound, but surprisingly often it turns
out that decisions made by this method are not well implemented, even by the
group that made the decision. What is wrong? Typically, it turns out that two kinds
of psychological barriers exist:
First, the minority members often feel there was an insufficient period of discussion
for them to really get their point of view across; hence they feel misunderstood and
sometimes resentful.

Second, the minority members often feel that the voting has created two camps
within the group and that these camps are now in a win-lose competition: The
minority feels that their camp lost the first round, but that it is just a matter of time
until it can regroup, pick up some support and win the next time a vote comes up.

In other words, voting creates coalitions, and the preoccupation of the losing
coalition is not how to implement what the majority wants, but how to win the next
battle. If voting is to be used, the group must be sure that it has created a climate in
which members feel they have had their day in court--and where all members feel
obligated to go along with the majority decision.

The Better Way

Because there are time constraints in coming to a group decision and because
there is no perfect system, a decision by consensus is one of the most effective
methods. Unfortunately, it is one of the most time- consuming techniques for group
decision-making. It is also quite important to understand that consensus is not the
same thing as unanimity. Rather, it is a state of affairs where communications
have been sufficiently open (and the group climate has been sufficiently
supportive) to make everyone in the group feel that they have had their fair chance
to influence the decision. Someone then tests for the "sense of the meeting,"
carefully avoiding formal procedures like voting. If there is a clear alternative to
which most members subscribe and if those who oppose it feel they have had their
chance to influence, then a consensus exists. Operationally, it would be defined by
the fact that those members who would not take the majority alternative
nevertheless understand it clearly and are prepared to support it in deference to any
others that are probably about as good.

In order to achieve such a condition, time must be allowed by the group for all
members to state their opposition--and to state it fully enough to get the feeling that
others really do understand them. This condition is essential if they are later to free
themselves of the preoccupation that they could have gotten their point of view
across if others had understood what they really had in mind. Only by careful
listening to the opposition can such feelings be forestalled, thereby allowing
effective group decisions to be reached.

Of course, recognizing the several types of group decision-making is only part of

the process. Managers must be specific in their approach to the one that is best in
their own situation.
What are the actual steps in a decision made by a group?

1. Identify the Problem. Tell specifically what the problem is and how you
experience it. Cite specific examples.

"Own" the problem as yours -- and solicit the help of others in solving it, rather than
implying that it's someone else's problem that they ought to solve. Keep in mind that
if it were someone else's problem, they would be bringing it up for discussion.

In the identification phase of problem-solving, avoid references to solutions. This

can trigger disagreement too early in the process and prevent the group from ever
making meaningful progress.

Once there seems to be a fairly clear understanding of what the problem is, this
definition should be written in very precise language. If a group is involved, it should
be displayed on a flip chart or chalkboard.

2. Clarify the Problem. This step is most important when working with a group of
people. If the problem is not adequately clarified so that everyone views it the same,
the result will be that people will offer solutions to different problems. To clarify the
problem, ask someone in the group to paraphrase the problem as they understand
it. Then ask the other group members if they see it essentially the same way. Any
differences must be resolved before going any further.

In clarifying the problem, ask the group the following questions: Who is involved
with the problem? Who is likely to be affected? Can we get them involved in solving
the problem? Who legitimately or logically should be included in the decision? Are
there others who need to be consulted prior to a decision?

These questions assume that commitment from those involved (and affected by the
problem) is desirable in implementing any changes or solutions. The best way to
get this commitment is to include those involved and affected by the problem in
determining solutions.
3. Analyze the Cause. Any deviation from what should be is produced by a cause
or interaction of causes. In order to change "what is" to "what is wanted," it is
usually necessary to remove or neutralize the cause in some way. This calls for
precise isolation of the most central or basic cause (or causes) of the problem and
requires close analysis of the problem to clearly separate the influencing from the
non-influencing factors.

This is probably an easier process to follow when dealing with problems involving
physical things rather than with interpersonal or social issues. Typically,
interpersonal and social problems are more likely to spring from a dynamic
constellation of causes that will be more difficult to solve if the causes are only
tackled one at a time. Still, whether dealing with physical or social problems, it is
important to seek those causes that are most fundamental in producing the
problem. Don't waste energy on causes that have only a tangential effect.

4. Solicit Alternative Solutions To the Problem. This step calls for identifying as
many solutions to the problem as possible before discussing the specific
advantages and disadvantages of each. What happens frequently in problem-
solving is that the first two or three suggested solutions are debated and discussed
for the full time allowed for the entire problem-solving session. As a result, many
worthwhile ideas are never identified or considered. By identifying many solutions, a
superior idea often surfaces that reduces or even eliminates the need for discussing
details of more debatable issues. These solutions may be logical attacks at the
cause or they may be creative solutions that need not be rational. Therefore, it is
important at this step to limit the time spent discussing any one solution and to
concentrate instead on announcing as many as possible.
5. Selecting One or More Alternatives for Action. Before selecting specific
alternatives for action, it is advisable to identify criteria the desired solution must
meet. This can eliminate unnecessary discussion and help focus the group toward
the solution (or solutions) that will most likely work.

At this point, it becomes necessary to look for and discuss the advantages and
disadvantages of options that appear viable. The task is for the group members to
come to a mutual agreement on which solutions to actually put into action. It is
desirable for positive comments to be encouraged (and negative comments to be
ignored or even discouraged) about any of the solutions. One solution should be the
best, of course, but none should be labeled as a "bad idea."

6. Plan for Implementation. This requires looking at the details that must be
performed by someone for a solution to be effectively activated. Once the required
steps are identified, it means assigning these to someone for action: it also means
setting a time for completion.

Not to be forgotten when developing the implementation plan: Who needs to be

informed of this action?

7. Clarify the Contract. This is to insure that everyone clearly understands what
the agreement is that people will do to implement a solution. It is a summation and
re statement of what people had agreed to do and when it is expected they will have
it done. It rules out possible misinterpretation of expectations.

8. The Action Plan. Plans are only intellectual exercises unless they are
transformed into action. This calls for people assigned responsibility for any part of
the plan to carry out their assignments according to the agreed upon contract. This
is the phase of problem- solving that calls for people to do what they have said they
would do.
9. Provide for Evaluation And Accountability. After the plan has been
implemented and sufficient time has elapsed for it to have an effect, the group
should reconvene and discuss evaluation and accountability. Have the agreed upon
actions been carried out? Have people done what they said they would do?

If they have not accomplished their assignments, it is possible that they ran into
trouble that must be considered. Or it may be that they simply need to be reminded
or held accountable for not having lived up to their end of the contract. Once the
actions have been completed, it is necessary to assess their effectiveness. Did the
solution work? If not, can a revision make it work? What actions are necessary to
implement changes?

Other Considerations

Keeping adequate records of all steps completed (especially brainstorming) can

allow energy to be "recycled." Falling back on thinking that was previously done
makes it unnecessary to "plow the same ground twice."

When entering into problem-solving, remember that it is unlikely that the best
solution will be found on the first attempt. Good problem- solving can be viewed as
working like a guidance system: The awareness of the problem is an indication of
being "off course," requiring a correction in direction. The exact form the correction
is to take is what problem-solving is aimed at deciding. But once the correction (the
implemented solution) is made, it is possible that, after evaluation, it will prove to be
erroneous--perhaps even throwing you farther off course than in the beginning.
If this happens, the task becomes to immediately compute what new course will be
effective. Several course corrections may be necessary before getting back on track
to where you want to go. Still, once the desired course is attained, careful
monitoring is required to avoid drifting off course again unknowingly. Viewing
problem-solving in this realistic manner can save a lot of the frustration that comes
from expecting it to always produce the right answers.
 SELF CHECK 2.3-3

1. What are the actual steps in a decision made by a group?

ANSWER KEY 2.3-3

1."Own" the problem as yours

2. Clarify the Problem.

3. Analyze the Cause.

4. Solicit Alternative Solutions To the Problem

5. Selecting One or More Alternatives for Action