CBLM Work in A Team Environment

1
COMPETENCY BASED LEARNING MATERIAL
Basic Competency
Unit of Competency:
Work in a Team Environment
Module Title:
Working in a Team Environment
Technical Education and Skills Development Authority

CALUBIAN NATIONAL VOCATIONAL SCHOOL
Calubian, Leyte
_________________________________________________________________________________________________
Calubian National Vocational School
Calubian, Leyte
Competency-Based Learning Materials
2
HOW TO USE THIS COMPETENCY BASED LEARNING MATERIAL
Welcome to the module in Working in a Team Environment. This module

contains training materials and activities for you to complete.
The unit of competency “Working in a Team Environment” contains

knowledge, skills and attitudes required for skills, knowledge, and attitudes to identify role
and responsibility as a member of a team
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 instructor and
check your work honestly.
If you have questions, please don’t hesitate to ask your facilitator for assistance.
Your facilitator will always be available to assist you during the training.
The goal of this course is the development of practice skills. To gain these skills,
you must learn basic concepts and terminology. For the most part, you’ll get this
information from the Information Sheets and TESDA Website, www.tesda.gov.ph.
This will be the source of information for you to acquire knowledge and skills in
this particular competency independently and at your own pace, with minimum
supervision or help from your instructor.
Remember to:
Work through all the information and complete the activities in each section.
Read information 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. Head is there
_________________________________________________________________________________________________
Calubian, Leyte
3
You will be given plenty of opportunity to ask questions and practice on the job.
Make sure you practice your new skills during regular work shifts. This way you will
improve both your speed and memory and also your confidence.
Use the Self-checks, Operation Sheets or Job Sheets at the end of each section to test
your own progress.
When you feel confident that you have had sufficient practice, ask your Trainer to
evaluate you. The results of your assessment will be recorded in your Progress chart and
Accomplishment Chart.
You need to complete this module before you can perform the next module.
_________________________________________________________________________________________________
Calubian, Leyte
4
SUMMARY OF COMPETENCY-BASED LEARNING MATERIALS
List of Basic Competencies
NO UNIT OF MODULE TITLE CODE

COMPETENCIES
1 Participate in Participating in 500311105
workplace workplace
communication communication
2 Work in a team Working in a team 500311106
Environment Environment
3 Practice career Practicing career 500311107
Professionalism Professionalism
4 Practice Occupational Practicing 500311108
health and safety Occupational health
procedures and safety procedures
_________________________________________________________________________________________________
Calubian, Leyte
5
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
NOMINAL DURATION : 3 hours
SUMMARY OF LEARNING OUTCOMES:
At the end of the module you must be able to:

LO1. Describe and identify team role and responsibility in a team.
LO2. Describe work as a team member.
ASSESSMENT CRITERIA:
1. Role and objective of the team are identified.

2. Team parameters, relationships and responsibilities are identified. Individual
role and responsibilities within the team environment are identified.
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. Appropriate forms of communication and interactions are undertaken.
7. Appropriate contributions to complement team activities and objectives are
made.
8. Reporting using standard operating procedures is followed.
9. Development of team work plans based from on team are contributed.
PREREQUISITE : None
_________________________________________________________________________________________________
Calubian, Leyte
6
LEARNING OUTCOME 1
DESCRIBE AND IDENTIFY TEAM ROLE AND RESPONSIBILITY IN A TEAM
CONTENTS:
Team Work
Team Role
Role and responsibilities
1. Role and objective of the team are identified.

2. Team parameters, relationships and responsibilities are identified. Individual
role and responsibilities within the team environment are identified.
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
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
_________________________________________________________________________________________________
Calubian, Leyte
7
LEARNING EXPERIENCES
Learning Outcome 1 - Describe and identify team role and responsibility in a team.
Learning activities Special Instructions
1. Read Information Sheet 2.1-1 on If you have some problem on the content
Team Work 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
Team Role of the information sheet don’t hesitate to
5. Read Information Sheet 2.1-3 on Role If you have some problem on the content
and Responsibilities with team of the information sheet don’t hesitate to
environment approach your facilitator.
_________________________________________________________________________________________________
Calubian, Leyte
8
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.
_________________________________________________________________________________________________
Calubian, Leyte
9
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 communication, group meetings and so on. This
will enable team members of the group to work together and achieve the teams
purpose and goals.
_________________________________________________________________________________________________
Calubian, Leyte
10
_________________________________________________________________________________________________
Calubian, Leyte
11
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
_________________________________________________________________________________________________
Calubian, Leyte
12
ANSWER KEY 2.1-1
1. d
2. a
3. d
4. c
5. b
_________________________________________________________________________________________________
Calubian, Leyte
13
INFORMATION SHEET 2.1-2
TEAM ROLES
Learning objective:
1. Describe and identify the different roles of a team
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.
_________________________________________________________________________________________________
Calubian, Leyte
14
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 organized 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 galvanizes 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.
_________________________________________________________________________________________________
Calubian, Leyte
15
SELF CHECK 2.1-2
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
_________________________________________________________________________________________________
Calubian, Leyte
16
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
_________________________________________________________________________________________________
Calubian, Leyte
17
INFORMATION SHEET # 2.1-3

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.
_________________________________________________________________________________________________
Calubian, Leyte
18
 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

1. Decide who should be
Executive 1. Defines the team's Charter invited to subsequent
Sponsor approved by a Strategy meetings.
Council which
controls/supports cross- 2. Request specific meetings
functional teams. which Sponsor should
2. Recruits the team's attend or not attend.
Coordinator.
3. Recommends potential
members for the team.
4. Requests budget of time from
managers of potential team
members.
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.
1. Agree on how much time
Coordinator 1. Recruits members to join the to spend on each topic.
/Chairperson team.
/Leader 2. Greets team members as they
arrive.
3. Calls the meeting to order at
the appointed start time.
4. During the meeting, controls
the order of events.
5. Proposes Agenda topics and
_________________________________________________________________________________________________
Calubian, Leyte
19
how much time should be

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.
1. Agree on specific
Facilitator 1. Interrupts the meeting to meetings which Facilitator
remind the group about a should attend or not
process concern. attend.
2. Evaluates norms and methods
used during the meeting.
3. Between meetings, coaches
individual team members.
4. Mediates conflict among
individuals within the group.
5. Collects and summarizes

anonymous questionaires and
ballots.
1. Define what precautions
Team 1. Notify Coordinator about not are needed to maintain an
Members being able to attend a meeting. appropriate level of
2. Bring individual confidentiality.
calendars/schedules,
distributions received, and 2. Define rules for members
personal notes to the meeting. to follow.
3. Bring name tags or name tents
when appropriate.
4. Arrive at meetings prior to the
start time.
5. Help in room setup when
needed.
6. Turn electronics (beepers,
phones, etc.) off tone mode
during meetings.
_________________________________________________________________________________________________
Calubian, Leyte
20
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.

1. Stop presentation to "Call
Timekeeper 1. Brings a timer to meetings. the Question" -- take a
2. room are calibrated to a vote whether to continue.
common standard Ensures that
clocks in the meeting.
3. Before the meeting starts,
announces "x minutes before
the meeting".
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.
1. Agree on whether items
Scribe 1. Brings large format papers and should be written down or
dry-erase pens to meetings. not.
2. Puts title and date on each
sheet of paper produced by the The term Minutes of a
team. meeting originates from
_________________________________________________________________________________________________
Calubian, Leyte
21
3. Legibly writes what the group

verbalizes onto flip-chart paper the Latin minutus,
or white-board. meaning “small”, because
4. Posts flip-chart paper or white- they are meant to be short
board. and quick.
5. Ensures that charts match
Notes taken by Note taker.
6. Gives charts to Note taker.

1. Agree on whether notes
Note taker 1. Brings blank note paper and need to be typed up.
writing instruments to 2. Review notes for
meetings. mistakes/omissions.
2. Takes legible notes during
team meetings. 3. Agree on whether specific
entries should be in or out
3. If necessary, types up notes. 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.
1. Sends invitations to those 1. Agree on who should be
Publisher invited to the meeting. invited to the meeting.
2. Makes copies for team before, 2. Agree on who is on the
during, and after meetings. team's Distribution List.
3. Maintains the team's 3. Approve who receives the
Distribution List. team's Distribution List.
4. Procures/Provides binders and
binds papers as needed. 4. Agree on binding and
5. Provides copies of the team's distribution methods and
Distribution List. styles.
6. Ensures that recipients actually
received publications.
7. Brings enough extra copies to

team meetings.
1. Agree on what the desired
Technician 1. Brings extra bulbs and other environmental conditions.
/Facilities supplies to the meeting.
Manager 2. Makes sure equipment
operates properly x minutes
before the start of the meeting.
_________________________________________________________________________________________________
Calubian, Leyte
22
3. Monitors environmental
conditions (heat, etc.).
4. Adjusts thermostats as needed

or as anticipated.
1. Bring presentation materials 1. Approve the objectives of
Presenter(s) (overhead foils, flip charts, the presentation.
etc.) 2. Ask questions only when
2. Make sure equipment operates appropriate.
properly x minutes before the
start of the meeting. 3. Provide feedback to
3. If new, provide Coordinator Presenter(s).
with a statement of
introduction.
4. Request adjustments to
lighting, sound levels, etc.
5. Organize information logically
-- 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 2.1-3

_________________________________________________________________________________________________
Calubian, Leyte
23
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
_________________________________________________________________________________________________
Calubian, Leyte
24
ANSWER KEY 2.1-3
1.c
2. a
3. b
4. a
5. d
LEARNING OUTCOME 2 -DESCRIBE WORK AS TEAM MEMBER
_________________________________________________________________________________________________
Calubian, Leyte
25
CONTENTS:
- Communication process
- Team structure/team roles
- Group planning and decision making
1. Appropriate forms of communication and interactions are undertaken.

2. Appropriate contributions to complement team activities and objectives are
made.
3. Reporting using standard operating procedures is followed.
4. Development of team work plans based from on team are contributed.
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
_________________________________________________________________________________________________
Calubian, Leyte
26
Learning Outcome 2- DESCRIBE WORK AS TEAM MEMBER

Learning activities Special Instructions
Communication Process of the information sheet don’t hesitate to
Team Structure/Team Roles of the information sheet don’t hesitate to
5. Read Information Sheet 2.2-3 on Role If you have some problem on the content
and Responsibilities with team of the information sheet don’t hesitate to
environment approach your facilitator.
_________________________________________________________________________________________________
Calubian, Leyte
27
INFORMATION SHEET # 2.2-1
COMMUNICATION PROCESS
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.
_________________________________________________________________________________________________
Calubian, Leyte
28
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
_________________________________________________________________________________________________
Calubian, Leyte
29
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.
_________________________________________________________________________________________________
Calubian, Leyte
30
SELF CHECK 2.2-1
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 suggests 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.
_________________________________________________________________________________________________
Calubian, Leyte
31
ANSWER KEY 2.2-1
1.True
2.True
3. False
4. False
5. True
_________________________________________________________________________________________________
Calubian, Leyte
32
TEAM STRUCTURE/TEAM ROLES
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
_________________________________________________________________________________________________
Calubian, Leyte
33
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.
_________________________________________________________________________________________________
Calubian, Leyte
34
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.
_________________________________________________________________________________________________
Calubian, Leyte
35
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 2.2-2
This role consists of asking questions of other members to "bring out" or stimulate
each team member.
a. Involving role
b. Listening role
_________________________________________________________________________________________________
Calubian, Leyte
36
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
3. The team member strengthens confidence and trust.
a. Involving role
b. Listening role
c. Supporting role
4. Encourage group members to express themselves
a. Involving role
b. Listening role
c. Supporting role
GROUP PLANNING AND DECISION MAKING
_________________________________________________________________________________________________
Calubian, Leyte
37
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
_________________________________________________________________________________________________
Calubian, Leyte
38
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
_________________________________________________________________________________________________
Calubian, Leyte
39
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
_________________________________________________________________________________________________
Calubian, Leyte
40
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.
_________________________________________________________________________________________________
Calubian, Leyte
41
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
_________________________________________________________________________________________________
Calubian, Leyte
42
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
_________________________________________________________________________________________________
Calubian, Leyte
43
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)
_________________________________________________________________________________________________
Calubian, Leyte
44
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 2.2-3
1. What are the actual steps in a decision made by a group?

_________________________________________________________________________________________________
Calubian, Leyte
45
ANSWER KEY 2.2-3
1."Own" the problem as yours

_________________________________________________________________________________________________
Calubian, Leyte
46
2. Clarify the Problem.
3. Analyze the Cause.
4. Solicit Alternative Solutions to the Problem
5. Selecting One or More Alternatives for Action
INSTRUMENT FOR INSTITUTIONAL ASSESSMENT
EVIDENCE PLAN
Qualification Title
Unit of Competency
_________________________________________________________________________________________________
Calubian, Leyte
47
Ways in which evidence

will be collected
Question/interview
Third party report

Demonstration
Written
The evidence must show that the candidate…
 Identified role and objectives of the team
 Identified team parameters, relationships and
responsibilities
 Identified individual role and responsibilities within

team environment
 Recognized and identified roles and responsibilities of
other team members
 Identified reporting relationships within team and
external team
 Achieved appropriate forms of communications and
interactions
 Made appropriate contributions to complement team
activities
 Followed reporting using standard operating
procedures
 Contributed development of team work plans
COMPETENCY ASSESSMENT RESULTS SUMMARY

Candidate’s Name:
Assessor’s Name:
Qualification:
Date of Assessment:
_________________________________________________________________________________________________
Calubian, Leyte
48
Assessment Center:
The performance of the candidate in the following
Not
assessment methods – Work in a Team Environment Satisfactory
Satisfactory
[Pls. check () appropriate box]
A. Demonstration with Oral Questioning
B. Written Exam
Did the candidate's overall performance meet the required

evidences/ standards?
OVERALL EVALUATION COMPETENT NOT YET COMPETENT
Recommendation
For re-assessment. _______________________________________________________
For submission of document. Pls. specify (Portfolio Document) _____________________
For issuance of COC ______________________________________________________
General Comments [Strengths / Improvements needed]
Candidate’s signature:
Date:
Assessor’s signature: Date:
Recommendation
For re-assessment. _______________________________________________________
For submission of document. Pls. specify (Portfolio Document) _____________________
For issuance of COC ______________________________________________________
General Comments [Strengths / Improvements needed]
Candidate’s signature:
Date:
Assessor’s signature: Date:
WRITTEN TEST
INSTITUTIONAL EVALUATION
Write TRUE if the statement is correct and write FALSE if the statement is incorrect.
_________________________________________________________________________________________________
Calubian, Leyte
49
1. The ability to share information to others is called communication.

2. When entering into problem-solving, it is unlikely that the best solution will be found
on the first attempt.
3. Compromising does not lead to team productivity.
4. Take the time to help your fellow teammates, no matter the request.
5. Do not respect the opinions of others in the team.
6. Fulfilling duties in between meetings of the team is not necessary.
7. Communication is very important in a team work
8. 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.
9. Inactive listeners encourage group members to express themselves.
10.Team building can also address itself to clarifying each member’s role on the team.
ANSWER KEY
1. True
2. True
3. False
4. True
_________________________________________________________________________________________________
Calubian, Leyte
50
5. False
6. False
7. True
8. True
9. False
10.True
_________________________________________________________________________________________________
Calubian, Leyte

CBLM Work in A Team Environment

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

CBLM Work in A Team Environment

Uploaded by

Copyright:

Available Formats

1

COMPETENCY BASED LEARNING MATERIAL

Technical Education and Skills Development Authority

HOW TO USE THIS COMPETENCY BASED LEARNING MATERIAL

Welcome to the module in Working in a Team Environment. This module

The unit of competency “Working in a Team Environment” contains

SUMMARY OF COMPETENCY-BASED LEARNING MATERIALS

List of Basic Competencies

NO UNIT OF MODULE TITLE CODE

UNIT OF COMPETENCY : WORK IN A TEAM ENVIRONMENT

NOMINAL DURATION : 3 hours

SUMMARY OF LEARNING OUTCOMES:

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

LO2. Describe work as a team member.

1. Role and objective of the team are identified.

DESCRIBE AND IDENTIFY TEAM ROLE AND RESPONSIBILITY IN A TEAM

1. Role and objective of the team are identified.

The students/trainees must be provided with the following:

INFORMATION SHEET. 2.1-1

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

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

Skills needed for teamwork

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

SELF CHECK 2.1-1

1. A teamwork skill which treats others with respect

2. Needed for a team to work effectively

3. Consist of two people in an organization

4. A group of people working together to achieve common objectives and willing to

5. The general theme of teamwork

ANSWER KEY 2.1-1

INFORMATION SHEET 2.1-2

1. Describe and identify the different roles of a team

SELF CHECK 2.1-2

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

SELF CHECK ASWER KEY 2.1-2

INFORMATION SHEET # 2.1-3

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

Individual Responsibilities Group Control or Override

10. Clarify whether different

how much time should be

10. Arranges for refreshments

5. Collects and summarizes

7. Greet other members of the

14. Brief members who are absent.

7. Interrupts group with a "Point

3. Legibly writes what the group

6. Gives charts to Note taker.

2. Looks up and reads

7. Brings enough extra copies to

4. Adjusts thermostats as needed

10. Provide written back-up to

SELF CHECK 2.1-3

1. Monitors environmental conditions

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

4. Ensures that charts match Notes taken by Note taker

5. Greet other members of the team.

ANSWER KEY 2.1-3

LEARNING OUTCOME 2 -DESCRIBE WORK AS TEAM MEMBER

1. Appropriate forms of communication and interactions are undertaken.

Group Discussion/ Interaction

Observation of work activities

Learning Outcome 2- DESCRIBE WORK AS TEAM MEMBER

INFORMATION SHEET # 2.2-1