Exercising Efficient and Effective Sustainable Practices in The Workplace 2022

COMPETENCY-BASED LEARNING MATERIAL
Sector: AGRICULTURE AND FISHERIES
Qualification: ANIMAL PRODUCTION (POULTRY-CHICKEN) NC II
Unit of Competency: EXERCISE EFFICIENT AND EFFECTIVE

SUSTAINABLE PRACTICES IN THE WORKPLACE
Module Title: EXERCISING EFFICIENT AND EFFECTIVE

SUSTAINABLE PRACTICES IN THE WORKPLACE
Technical Education and Skills Development Authority

SUNSHINE WORLD COLLEGE OF TECHNOLOGY, INC
Duterte Street, Sta. Lucia District, Pagadian City
HOW TO USE THIS COMPETENCY—BASED LEARNING MATERIALS
Welcome!
The unit of competency Exercising Efficient and Effective Sustainable

Practices in the Workplace contains the knowledge skills and attitudes
required for an “Animal Production (Poultry-chicken) NCII”.
The module Exercising Efficient and Effective Sustainable Practices in

the Workplace contains training materials and activities required to identify
the efficiency and effectiveness of resource utilization, determine causes of
inefficiency and/or ineffectiveness of resource utilization and Convey inefficient
and ineffective environmental practices.
In this module, you are required to go through a series of learning activities in

order to complete each learning outcome. In each learning outcome, there are
Information Sheets, Self-Checks, Task Sheets, and Job Sheets. Follow these
activities on your own. If you have questions, don’t hesitate to ask your Trainer
for assistance.
Recognition of Prior Learning (RPL)
If you have the skills, talk to your trainer about having them formally
recognized; show the qualification or certificate of competence from previous
training. When he/she requires that you demonstrate these skills, do so. If the
skills you acquired are still relevant to the module, they may become part of the
evidence you can present for RPL. Hence, you do not have to undergo that
particular exercise.
Remember to:
 Work through all the information and complete the activities in each section.
 Read the Information Sheets and complete the Self-Check. Answer Keys are
provided to allow immediate feedback. Answering the Self-Checks will help
you acquire the knowledge content of this competency.
 Perform the Task Sheets and Job Sheets until you are confident that your
output conforms to the Performance Criteria Checklist that follows the
sheets.
 Submit outputs of the Task Sheets, and Job Sheets, to your Trainer for
evaluation and recording in the Accomplishment Chart. Outputs shall serve
as your portfolio during the Institutional Competency Evaluation.
A Certificate of Achievement will be awarded to you after passing the

evaluation. Then, you can move onto another competency.
Date Developed: January 2016 Document No.

Animal Production Revision 1: April 2022
(Poultry-Chicken) NC Issued by:
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Developed by:
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Rebecca M. Olongayo
and Effective
Sustainable Practices Revision # 1
in the Workplace
TABLE OF CONTENTS
HOW TO USE THIS COMPETENCY – BASED LEARNING MATERIALS 2
Table of Contents 3
List of Competencies 5
MODULE CONTENT 6
LEARNING OUTCOME #1 Identify The Efficiency And Effectiveness Of 8
Resource Utilization
Learning Experiences 9
Information Sheet 8.1-1 Importance of Environmental Literacy 10
Self-Check 8.1-2 13
Answer Key 8.1-2 14
Information Sheet 8.1-3 Waste Minimization 17
Self-Check 8.1-3 20
Answer Key 8.1-3 21
Task Sheet 8.1-3: Solid Waste Management Reduction 22
Performance Criteria Checklist 8.1-3 23
Information Sheet 8.1-4 Efficient Energy Consumptions
Self-Check 8.1-4
Self-Check 8.1-4
LEARNING OUTCOME #2 Determine Causes Of Inefficiency And Or 24
Ineffectiveness Of Resource Utilization
Information Sheet 8.2-1: Causes of Environmental inefficiencies and 26
ineffectiveness
Self-Check 8.2-1 29
Answer Key 8.2-1 30
LEARNING OUTCOME #3 Environmental Corrective Actions 43
Information Sheet 8.3-1 Appropriate Personnel To Address The 45
Environmental Hazards
Self-Check 8.3-1 48
Answer Key 8.3-1 49
Information Sheet 8.3-2 Environmental Corrective Actions 52
Self-Check 8.3-2 55
Answer Key 8.3-2 56
References 88

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COMPETENCY-BASED LEARNING MATERIALS
List of Competencies
No. Unit of Competency Module Title Code

Participate In Participating In Workplace
Workplace Communication 500311105
1.
Communication
Work In A Team Working In A Team
500311106
2. Environment Environment
Solve/Address Solving/Addressing
General Workplace General Workplace 500311107
3.
Problems Problems
Develop Career and Developing Career and Life
500311108
4. Life Decisions Decisions
Implement Implementing
Environmental Environmental Awareness
5.
Awareness
Present Relevant Presenting Relevant
6. Information Information
Practice Practicing Occupational
Occupational Health Health And Safety
7. And Safety Procedures
Procedures
Exercise Efficient Exercising Efficient
And Effective And Effective
Sustainable Sustainable Practices
8.
Practices In The In The Workplace
Workplace
Practice Practicing
Entrepreneurial Entrepreneurial Skills In
9. Skills In The The Workplace
Workplace

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MODULE CONTENT
Qualification Title : Animal Production (Poultry-chicken) NCII
Unit of Competency : Exercise Efficient and Effective Sustainable in the
Workplace
Module Title : Exercise Efficient and Effective Sustainable in the
Workplace
Nominal Duration : 3 Hours
Introduction
This module covers the knowledge, skills and attitudes required to

identify the efficiency and effectiveness of resource utilization,
determine causes of inefficiency and/or ineffectiveness of resource
utilization and Convey inefficient and ineffective environmental
practices.
Learning Outcomes
Upon completion of this module the trainees will be able to:
LO1. Identify the efficiency and effectiveness of resource utilization
LO2. Determine causes of inefficiency and/or ineffectiveness of resource

utilization
LO3. Convey inefficient and ineffective environmental practices
Assessment Criteria
1. Required resource utilization in the workplace is measured using

appropriate techniques
2. Data are recorded in accordance with workplace protocol

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3. Recorded data are compared to determine the efficiency and
effectiveness of resource utilization according to established
environmental work procedures
4. Potential causes of inefficiency and/or ineffectiveness are listed

5. Causes of inefficiency and/or ineffectiveness are identified through
deductive reasoning
6. Identified causes of inefficiency and/or ineffectiveness are validated

thru established environmental procedures.
7. Identified causes of inefficiency and/or ineffectiveness are validated

thru established environmental procedures.
8. Concerns related resource utilization are discussed with appropriate

personnel
9. Feedback on information/concerns raised are clarified with

appropriate personnel

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LEARNING OUTCOME #1 IDENTIFY THE EFFICIENCY AND
EFFECTIVENESS OF RESOURCE
UTILIZATION
CONTENTS
 Importance of Environment al Literacy

 Environment al Work Procedures
 Waste Minimization
 Efficient Energy Consumptions
ASSESSMENT CRITERIA
1. Required resource utilization in the workplace is measured using

appropriate techniques
2. Data are recorded in accordance with workplace protocol
3. Recorded data are compared to determine the efficiency and
effectiveness of resource utilization according to established
environmental work procedures
CONDITIONS
Trainees must be provided with the following:

 Work
 Workplace
 Personal Protective Equipment
 References
 Manual
ASSESSMENT METHODS
 Observation/Demonstration with oral questioning

 Third party report

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LEARNING EXPERIENCES
Learning Outcome #1 Describe Team Role and Scope
Learning Activities Special Instructions
Read Information Sheet 8.1-1
Answer Self-Check 8.1-1
You can ask the assistance of

your trainer to show you and
explain further the topic you
Answer Self-Check 8.1-2 can’t understand and Collaborate
with your group to identify
hazards in your work area.
Perform Task Sheet 8.1-3
Performance Criteria Checklist

8.1-3
After doing all activities of this

Read Information Sheet 8.1-4 LO 1, you are ready to proceed
to the next LO 2 on Determine
Answer Self-Check 8.1-4 causes of inefficiency and or
ineffectiveness of resource
utilization

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Information Sheet 8.1-1
Importance of Environmental Literacy
Learning Objectives:
After reading this Information Sheet, the trainees should be able to:
1. Define what Environmental Literacy is.

2. Discuss the components of Environmental Literacy.
Environmental Literacy Plan (ELP) refers to a state education plan to

teach about how ecosystems and human systems are interdependent,
particularly, how the consumption choices human beings make alter their
ability to live sustainably.
What is Environmental Literacy
An individual’s understanding, skills and motivation to make

responsible decisions that considers his or her relationships to natural
systems, communities and future generations.
Environmental Literacy is the desired outcome of environmental

education which strives to provide learners with:
 Sound scientific information

 Skills for critical thinking
 Creative and strategic problem solving
 Decision-making
An environmentally literate person, both individually and together with others,

makes informed decisions concerning the environment; is willing to act on
these decisions to improve the well-being of other individuals, societies, and the
global environment; and participates in civic life. Those who are
environmentally literate possess, to varying degrees:
 Knowledge and understanding of a wide range of environmental concepts,

problems, and issues;
 A set of cognitive and affective dispositions;
 A set of cognitive skills and abilities;

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 The appropriate behavioral strategies to apply such knowledge and
understanding in order to make sound and effective decisions in a range
of environmental contexts.
Figure 1 Environmental Literacy

© Google Image, All Rights Reserved.
5 Components of Environmental Literacy

1. Awareness
Awareness is holding a general impression,
or consciousness, about something. An
individual may be aware that climate change
is an issue or that human life depends on a
healthy environment without knowing much
more. Environmental awareness can arise
from many activities - education being just
one.
Figure 2 Awareness
2. Knowledge
Developing knowledge requires more than
acquisition of new information or data. It
requires an orderly comprehension,
application, analysis, synthesis, and
evaluation of that material as well as the
intellectual framework within which new
information can be placed and manipulated.
Developing knowledge often requires a
pedagogy (a formal methodology for
constructing knowledge with the student) -
something that is absent in simple information
Figure 3 Knowledge
transfer. © Google Image, All Rights Reserved.

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3. Attitudes
Developing attitudes of appreciation and
concern for the environment is a subtle process
that is difficult to deliberately program. Many
educators believe that attitudes change
primarily from a variety of life experiences
which can take place outside as well as inside
the classroom. Thus, experiences in the
environment such as those provided by nature
and environmental centers
Figure 4 Attitude
4. Skills
Most consider skill development to be a
practical exercise, often with an orientation
towards a future career, even though the line
between knowledge development and skill
development can be imprecise. Skill
development often is an essential part of a
formal (or non- formal) education program.
Figure 5 Skills
5. Action
The ultimate (and perhaps most difficult) goal
of environmental literacy programs is
developing the capacity for action and
participation. This is an especially complex
process. It often requires adopting new
behavior which in itself is also a complex
process.
Figure 6 Action!

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Figure 7 Environmental Literacy Ladder

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Self-Check 8.1-1
True or False. Write TRUE if the statement is true; write FALSE if the
statement is false. Write the answers on the blank space provided.
____________ 1. Action is the ultimate (and perhaps most difficult) goal of

environmental literacy programs is developing the capacity for action and
participation.
____________ 2. Skill development often is an essential part of a formal (or non-

formal) education program.
____________ 3. Developing skills requires more than acquisition of new

information or data.
____________ 4. Awareness is holding a general impression, or consciousness,

about something.
____________ 5. Environmental Literacy Plan (ELP) refers to a state education

plan to teach about how ecosystems and human systems are interdependent,
particularly, how the consumption choices human beings make alter their
ability to live sustainably.

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Answer Key 8.1-1
1. TRUE
2. TRUE
3. FALSE
4. TRUE
5. TRUE

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Environmental Work Procedures
1. Differentiate policy and procedure in the workplace.

2. Discuss Types of Policies and Procedures Every Workplace Needs.
A policy is a set of general guidelines that outline the organization’s plan for
tackling an issue. Policies communicate the connection between the
organization’s vision and values and its day-to-day operations.
A procedure explains a specific action plan for carrying out a policy.
Procedures tells employees how to deal with a situation and when.
Figure 8 Policies and Procedure

How to Develop Policies and Procedures in the Workplace
 set out the aim of the policy

 explain why the policy was developed
 list who the policy applies to
 set out what is acceptable or unacceptable behavior
 set out the consequences of not complying with the policy
 provide a date when the policy was developed or updated”

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Types of Policies and Procedures Every Workplace Needs
1. Policies and Procedures for Attendance

These documents can include guidelines on tardiness, vacation time, sick
leave, appointments and paid volunteer hours. You can also include the
amount of notice required before booking time off. Take your corporate culture
into consideration when developing these rules.
2. Policies and Procedures for Employee Conduct
This is a broad topic and may require multiple, separate policies. Including
guidelines on drugs and alcohol use, smoking, performance management and
discipline helps employees know what is and is not acceptable behavior at
work.
3. Policies and Procedures for Use of Company Property

Employees have to use company property in order to do their jobs. Depending
on your industry, this could include electronics, medical equipment, vehicles,
tools and uniforms. Include guidelines on how to care for company property, as
well as how much (if any) and what types of personal use are permitted using
company property.
4. Policies and Procedures for Harassment and Discrimination

Harassment and discrimination affect workplace culture. Keep employees safe
and treat them fairly by developing policies and procedures that prohibit
behaviors such as:
 sexual harassment
 bullying
 verbal and physical harassment
 stalking
 hiring discrimination
 workplace discrimination
Include information on how to report harassment and discrimination and
explain that the company will not retaliate for reporting.
5. Policies and Procedures for Internet and Social Media Use

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Make employees aware that any internet use at work is not private.
Urge employees to limit personal internet use and ensure everything
they do online in the workplace is legal, ethical and appropriate (and
explain what these mean). Add guidelines about what is and is not
appropriate to post on social media regarding your organization as well.
6. Policies and Procedures for Health and Safety

Protecting employees’ safety and well-being should be every
organization’s top priority. When writing your health and safety policies,
include information about how to deal with illness or injury at work,
equipment safety guidelines and how to report a health or safety
concern. Also include procedures to follow in the event of a fire or
natural disaster.
7. Policies and Procedures for Expenses

If your employees travel or purchase things for work, having an
expense reimbursement policy in place is essential. Explain what
types of expenses are acceptable for reimbursement (airfare class,
transportation, meals, etc.). Include procedures on how to submit a
reimbursement claim.

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Self-Check 8.1-2
statement is false. Write the answers on the blank space provided.
____________ 1. A policy is a set of general guidelines that outline the

organization’s plan for tackling an issue.
____________ 2. A procedure explains a specific action plan for carrying out a

policy. Procedures tells employees how to deal with a situation and when.
____________ 3. Policies and Procedures for Attendance is the Employees have to

use company property in order to do their jobs
____________ 4. Set out the aim of the policy is to Develop Policies and
Procedures in the Workplace.
____________ 5. Harassment and discrimination affect workplace culture.

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Answer Key 8.1-2
1. TRUE
2. TRUE
3. FALSE
4. TRUE
5. TRUE

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Waste Minimization
1. Apply waste minimization in the workplace.
2. Identify the waste hierarchy in the workplace.
3. Discuss the different waste reduction techniques in the workplace.
Waste minimization is a process of elimination that involves reducing

the amount of waste produced. There are many opportunities for farmers to
make financial savings and help the environment through efficient use of
resources and improved waste management. Waste minimization (the reduction
of waste at source) should be fundamental to decisions on farm waste
management and can reduce the risk of pollution from agricultural activities.
Figure 9 Waste Hierarchy

Waste is the unwanted or useless solid

materials generated from combined
residential, industrial and commercial
activities in a given area.
Waste is the unwanted or useless
materials generated from activities in a
given area. It may be categorized
according to its origin (domestic,
industrial, commercial, construction or
institutional). According to its contents Figure 10 Solid Waste
(organic material, glass, metal, plastic © Google Image, All Rights Reserved.
paper etc.). According to hazard

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potential (toxic, non-toxin, flammable,
radioactive, infectious etc.).
WASTE MINIMIZATION
Waste minimization can be defined as

"systematically reducing waste at source"
It means:
 Prevention and/or reduction of waste
generated
 Efficient use of raw materials and
packaging Figure 11 Waste Minimization
© Google Image, All Rights Reserved..
 Efficient use of fuel, electricity and water
 Improving the quality of waste generated to
facilitate recycling and/or reduce hazard
 Encouraging re-use, recycling and recovery
Benefits of Waste Minimization
 Minimizing waste will help the business to:

 Keep waste disposal costs down.
 Keep raw material costs down.
 Comply with legislation.
 Reduce impact on the environment.
 Perhaps support other businesses – one business’s waste may be another
business’s resource.
WASTE HIERARCHY
Waste minimization can be divided to:
 Avoid
 Reduce
 Reuse
 Recycle.
 Energy recovery
 Disposal

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1. Avoid
Disposal of an item must be considered before you
purchase it. Source Reduction of waste or stopping
waste before it starts is a way to enhance
environmental cleanliness. Source reduction is also
known as waste prevention or pollution prevention,
is the elimination of waste before it is created.
Source reduction is decreasing the amount of
materials or energy used during the Figure 12 Avoid!
manufacturing or distribution of products and
packages. Source reduction means stopping waste
before it happens.
2. Reduce
The easier method of waste management is to

reduce creation of waste materials thereby reducing
the amount of waste going to landfills. Waste
reduction can be done through recycling old
materials like jar, bags, repairing broken items
instead of buying new one, avoiding use of
disposable products like plastic bags, reusing Figure 13 Reduce your waste!
second hand items, and buying items that uses © Google Image, All Rights Reserved.
less designing.
3. Reuse
Using of 2nd hand goods, refillable containers.

Repair an item and extend its life. Make an old
item into something useful in a new way.
Figure 14 Reuse
© Google Image, All Rights Reserved
4. Recycle
Recycling is the process of converting waste

products into new products to prevent energy
usage and consumption of fresh raw materials.
Recycling is the third component of Reduce,
Reuse and Recycle waste hierarchy. The idea
behind recycling is to reduce energy usage, reduce Figure 15 Reduce Reuse Recycle

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volume of landfills, reduce air and water pollution,
reduce greenhouse gas emissions and preserve
natural resources for future use.
5. Energy recovery
Energy or Resource recovery is the process of

taking useful discarded items for a specific next
use. These discarded items are then processed to
extract or recover materials and resources or
convert them to energy in the form of useable
Figure 16 Recovery
heat, electricity or fuel.eg: - biogas production. © Google Image, All Rights Reserved.
6. Disposal
Waste must be treated prior to disposal to reduce
its hazardous nature. For those things that
cannot be reduced, reused or recycled, we
ensure that they are disposed of responsibly.
Figure 17 Proper Waste Disposal

© Google Image, All Rights
Reserved.
WASTE REDUCTION TECHNIQUES
There are 4 major waste minimization techniques:

1. Inventory management
2. Production process modification
3. Volume reduction
4. Recovery
A. Inventory Management
Inventory management is divided into two:
1. Inventory control
2. Materials control Figure 18 Inventory Management
© Google Image, All Rights
Reserved.Reserved.
1. Inventory Control
It involves techniques to reduce inventory size and hazardous chemical use

while increasing inventory turnover. Proper inventory control help reduce

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wastes. Method that can be used are purchasing in small quantities,
purchasing in appropriate container sizes and just-in-time purchasing.
2. Materials Control
Proper control over the storage of raw materials products, process waste and
the transfer of these items within the process and around the facility. Minimize
the losses through spills, leaks or contamination. Ensure the material is
efficiently handled and used in the production process and does not become
waste.
B. Production Process Modification
3 techniques for production process modification:
1. Operation and maintenance procedures

2. Material change
3. Equipment modifications
1. Operation and maintenance procedures
Corrective and preventive maintenance can reduce

waste generation caused by equipment failure. This
can help spot potential sources of release and
correct a problem before any material is lost.
2. Material change
The replacement of materials used in either a

product formulation or in a production process, Figure 19 Process Modification
can either result in elimination of a hazardous
waste or facilitate recovery of a material.
3. Equipment modifications
Installation of more efficient equipment or modification of equipment can

reduce the generation of waste. Installation of completely new equipment may
be involved.

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C. Volume Reduction
1. Source segregation
2. Concentration
1. Source segregation
Segregation of wastes allows them to be more readily removed or recovered.
2. Concentration
Concentrate waste through separation processes such as filtration,

centrifugation, membrane separations and evaporations.
D. Recovery
1. On-site
2. Off-site
1. On-site Recovery
Reduce possible handling losses and allow the

management of the waste to remain within the
compass of the producer. Recovered material can
be reused as raw material. Figure 20 Recovery!
2. Off-site Recovery
If on-site recovery is not feasible, for economic or other reasons, off-site

recovery should be considered. Waste may be transferred to other company for
use as a raw material in the other company’s manufacturing process.
Kinds of Wastes
Solid wastes:
Wastes in solid forms, domestic,
commercial and industrial wastes.
Examples: plastics, bottles, cans, papers,

scrap iron, and other trash

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Sources of Information
Standard operating and/or other workplace procedures

Job procedures
Machine/equipment manufacturer’s specifications and instructions
Organizational or external personnel
Client/supplier instructions
Quality standards
OHS and environmental standards
Cooperation among Teams
To be successful, teams need:

1. A common purpose or goal: All team members need to understand and
accept the team’s objectives.
2. Clear roles and tasks: All team members should understand what is
expected of them. May want to use a plan that shows the tasks that each
team member is responsible for and the timelines.
3. Decision making procedures: All team members should know how
decisions are made and in what ways problems are solved. An effective

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team works with defined procedures to come to a unanimous decision so
that action can be taken.
4. Clear communication: All team members should practice effective
listening, speaking, and transparent communication.
5. Trust among team members: All team members should feel safe and
supported.
Aspects of teamwork: A team is a group of individuals working together to

reach a common goal. To make teamwork, supervisors or leaders should
consider:
As a leader you can do the following to develop team spirit:

 Work with the team to develop a common goal
 Nurture a sense of belonging; focus on what team members have in
common
 Make all team members feel that they have something to contribute
 Help team members work together to efficiently solve problems
 Encourage members to set aside personal goals and desires for the
benefit of the team
 Treat team members fairly and equally
 Structure the work of the team in a simple & logical fashion;
distribute work fairly
 Manage the team efficiently so that every member is able to deliver
his/her tasks and work proceeds in a timely manner
 Create an environment that supports and rewards openness,
creativity, trust, mutual respect and a commitment to provide
high quality services.

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Working as a team means that team members:
 Consult each other
 Help each other
 Complement each other
 Encourage and motivate each other
The following strategies can be used by the leader to support the

effectiveness of the team:
 Encourage discussion
 Ensure all team members understand that their ideas & opinions are
equally important & relevant
 Encourage everyone to participate fully
 Model respect towards everyone Encourage people with different abilities
& personalities to work together
 Use positive feedback
 Remain calm
Teams can work independently (if leader is not there) if team members:
 Are aware of strengths & weaknesses
 Are able to set their own goals
 Are able to act according to goals
 Take responsibility for their action

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 Are able to avoid opinions and behavior that block change
Self-Check 2.1-1
Enumeration. Give at least 5 of the following:
1. Sources of information
2. strategies for the effectiveness of the team
3. strategies needed to develop team spirit

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Answer Key 2.1-1
Sample Answers
1. Sources of information
 Standard operating and/or other workplace procedures
 Job procedures
 Machine/equipment manufacturer’s specifications and instructions
 Organizational or external personnel
 Client/supplier instructions
 Quality standards
 OHS and environmental standards
2. strategies for the effectiveness of the team
 Encourage discussion
 Ensure all team members understand that their ideas & opinions are
equally important & relevant
 Encourage everyone to participate fully
 Model respect towards everyone Encourage people with different
abilities & personalities to work together
 Use positive feedback
 Remain calm
3. strategies needed to develop team spirit
 Work with the team to develop a common goal

 Nurture a sense of belonging; focus on what team members have in
common
 Make all team members feel that they have something to contribute
 Help team members work together to efficiently solve problems
 Encourage members to set aside personal goals and desires for the
benefit of the team
 Treat team members fairly and equally
 Structure the work of the team in a simple & logical fashion;
distribute work fairly
 Manage the team efficiently so that every member is able to deliver

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his/her tasks and work proceeds in a timely manner
 Create an environment that supports and rewards openness,
creativity, trust, mutual respect and a commitment to provide
high quality services.
Task Sheet 4.3-1
Title: Set and Achieve Goals
Performance Objective: Given an Activity Sheet, you should be able to write

your goal and the steps to achieve your goal.
Supplies/Materials :Activity Sheets, ball pen
Steps/Procedure:
1. Write one goal.

2. Work in pairs to fill out the steps, time frame and resources in
the table.
Goal in 1 year from now:
Steps: By When: What do I need?
1.
2.
3.
Assessment Method:
 Interview
 Written Examination

II SWCTI
Developed by:
Rebecca M. Olongayo
and Effective
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Performance Criteria Checklist 2.1-1
CRITERIA
YES NO
Did you….
1. Collaborate with your group?
2. Get the Activity Sheets from your trainer?
3. Use the TV or projector and screen to view the

digital pictures?
4. Identify the role and objective of the team shown in
each picture?
5. Submit your group’s output to your trainer?

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Identify Team Structure
4. Identify the types of organizational structures;

5. Discuss advantages and disadvantages of various organizational
structures.
Types of Organizational Structure
1. Functional Organizational Structure

2. Product-Based Divisional Structure
3. Market-Based Divisional Structure
4. Geographical Divisional Structure
5. Process-Based Structure
6. Matrix Structure
7. Circular Structure
8. Flat Structure
9. Network Structure
Type Of Structure Description Illustration

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-allows for a high degree
of specialization for
employees
Functional -is easily scalable should
Organizational the organization grow.
Structure - mechanistic in nature
-is comprised of multiple,

smaller functional
structures (i.e. each
division within a
divisional structure can
Product-Based have its own marketing
Divisional team, its own sales team,
and so on)
-is ideal for organizations
with multiple products
and can help shorten
product development
cycles.
Market-Based - the divisions of an
Divisional organization are based
Structure around markets,
industries, or customer
types
- is ideal for an
organization that has
products or services that
are unique to specific
market segments

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Geographical - establishes its divisions
Divisional based on geography
Structure - the divisions of a
geographical structure
can include territories,
regions, or districts
- is best-suited to
organizations that need to
be near sources of supply
and/or customers
Process-Based - are designed around the

Structure end-to-end flow of
different processes
- considers not only the
activities employees
perform, but also how
those different activities
interact with one another.
- is ideal for improving the
speed and efficiency of a
business, and is best-
suited for those in rapidly
changing industries, as it
is easily adaptable
Matrix Structure - doesn't follow the
traditional, hierarchical
model
- all employees have dual
reporting relationships
-can provide both
flexibility and more
balanced decision-making

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Circular Structure -relies on hierarchy, with
higher-level employees
occupying the inner rings
of the circle and lower-
level employees occupying
the outer rings
- is meant to promote
communication and the
free flow of information
between different parts of
the organization.
- limits the levels of
Flat Structure
management so all staff
are only a few steps away
from leadership
- make staff feel like the
managers they do have
are more like equals or
team members rather
than intimidating
superiors
Network - is often created when

Structure one company works with
another to share
resources -- or if your
company has multiple
locations with different
functions and leadership
- is used to explain the
company workflows if
much of the staffing or
services is outsourced to
freelancers or multiple
other businesses

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and Effective
in the Workplace
Self-Check 2.1-2
Matching Type. Match the illustration to the descriptor in the boxes below.
Write your answer on the space provided.
1._______________________________ 2._______________________________

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3._______________________________ 4.______________________________
5._______________________________ 6.______________________________
Network Structure Functional Organizational
Structure
Matrix Structure
Flat Structure
Circular Structure Geographical Divisional Structure

II SWCTI
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and Effective
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Answer Key 2.1-2
1. Matrix Structure
2. Circular Structure
3. Flat Structure
4. Network Structure
5. Geographical Divisional Structure
6. Functional Organizational Structure

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Job Sheet 2.1-2
Title: Create an Organizational Structure Chart
Performance Objective: Given the supplies and equipment, you should be

able to create an organizational structure chart according
to proper procedure.
Supplies/Materials :paper, pen, Organization Profiles, Activity Sheets
Equipment : laptop computer, printer

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Steps/Procedure:
1. Collaborate with your group.

2. Get an organization profile from your trainer.
3. Read on how the organization makes decisions.
4. Determine the company’s structure type.
5. Use a pen and paper Make a rough outline the company’s structure.
6. Decide how much detail you need to include in the chart.
7. Arrange the organizational chart by department or employees.
8. Use a laptop computer to work on design of the organizational chart.
9. Pick a software (MS Word, MS Excel, MS Outlook, or MS Powerpoint) to
build a chart.
10. Select a chart style.
11. Add the boxes and connecting lines needed for your chart.
12. Fill in the company’s details.
13. Add the design elements.
14. Submit the finished organizational chart to your trainer.
Assessment Method:
 Written Test
 Interview
CRITERIA
YES NO
Did you….
1. Collaborate with your group?
2. Get an organization profile from your trainer?
3. Read on how the organization makes decisions?
4. Determine the company’s structure type?

II SWCTI
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and Effective
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5. Use a pen and paper Make a rough outline the
company’s structure?
6. Decide how much detail you need to include in the
chart?
7. Arrange the organizational chart by department or
employees?
8. Use a laptop computer to work on design of the
organizational chart?
9. Pick a software (MS Word, MS Excel, MS Outlook,
or MS Powerpoint) to build a chart?
10. Select a chart style?
11. Add the boxes and connecting lines needed for

your chart?
12. Fill in the company’s details?
13. Add the design elements?
14. Submit the finished organizational chart to your

trainer?
LEARNING OUTCOME #2 Identify Own Role and

Responsibility within Team
CONTENTS
 Identify the role of a team member
 Recognize roles and responsibilities of team members
 Identify relationships within the team and external to the team
ASSESSMENT CRITERIA

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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
 Contextual Learning Area
 Writing materials (pen & paper)
 Activity Sheets
 Short Films on Teamwork
 Television
 References (books)
 Manuals
ASSESSMENT METHODS
 Demonstration
 Observation
 Interviews/ questioning
LEARNING EXPERIENCE
Learning Outcome #2 Identify Own Role and Responsibility within

Team

II SWCTI
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and Effective
in the Workplace
Collaborate with your group in

identifying one’s role in the team.

Identify the Role Of A Team Member
Learning Objective:

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After reading this Information Sheet, the trainees should be able to identify
Belbin’s 9 types of team roles.
Researcher R. M. Belbin came up with nine team roles through a study

conducted at Henley Management College. He identified the team roles after
observing the behavioral tendencies of individuals within a group. The team
roles consist of three categories: action-oriented roles, people-oriented roles
and thought-oriented roles. Teams formed on the basis of Belbin's categories
are effective in achieving their objectives because there are no overlapping roles
or missing qualities in the team.

II SWCTI
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and Effective
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Action-Oriented Roles
In a team, the shaper role is performed by people who

are dynamic and relish challenges. Rather than quit
when faced with challenges, shapers maintain a
positive mental attitude and strive to find the best ways
to overcome challenges facing the team. Shapers are
extroverts and possess great interpersonal
communication skills and work toward motivating other
team members.
People who play the implementer role in a team are

those who actually get things done in the team. They
are practical, efficient and well-organized.
Implementers turn the team’s ideas and thoughts into
actual plans. Because of their conservative nature,
implementers are rather rigid and slow to accept
change in a team.
Finishers have an eye for detail. In a team, they're

regarded as perfectionists because they're the ones
who detect errors or omissions and strive to ensure that
the team adheres to deadlines. They're neat and self-
conscious and worry at the slightest sign of a problem.
Finishers also have a problem with delegation; they
would rather be overwhelmed than share their work
with others.
People-Oriented Roles

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Coordinators are seen as possessing the traditional
team role. They're mature and confident in nature and
possess great listening skill. They guide the activities of
the team to what they identify to be the team's
obligations. Coordinators are good at delegating duties,
but they may be manipulative when it comes to
directing the team toward what they perceive to be its
goals.
Team workers are the people who ensure the team

remains united. They work toward resolving conflict or
issues affecting the team’s dynamics. Team workers are
very supportive of other team members and are thus
popular within the team. Team workers are known to
be non-committal during decision making because they
don’t want to be seen as taking sides: they put team
cohesion ahead of their decision-making abilities.
Resource investigators are inquisitive and
enthusiastic in nature and possess great negotiating
and networking skills. They are extroverts, which
makes it easy for others to relate to them. Through
their networking skills, resource investigators develop
external contacts and negotiate for the team's
resources. They are quick thinkers and good at getting
information from other people.
Thought-Oriented Roles
These are the critical thinkers in a team. They're

serious minded and cautious in nature. Rather than
rush into decision making, they prefer to critically
analyze information before making any conclusions.
Monitor-evaluators lack the energy to motivate other
team members and are deemed to be slow in decision
making.

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Workers with expert knowledge in a particular area
comprise the specialist role. Their contribution to the
team is limited only to their area of expertise. Their
priority is in maintaining their professional standards.
Though they show great pride in their area of expertise,
they show little or no interest in the expertise of others.
Because of their expert knowledge, they're
indispensable members of a team.
Plants are innovative members of the team. They come

up with original approaches and ideas that help the
team in solving problems or overcoming challenges.
Plants are introverts in nature and possess poor
communication skills. Plants prefer to work alone.
They react well to praise but are greatly affected by
negative criticism.

II SWCTI
Developed by:
Rebecca M. Olongayo
and Effective
in the Workplace
Self-Check 2.2-1
Fill in the Blanks. Select the best answer to the question. Write the answer on
the space provided.
1. The ________________________ guide the activities of the team to what they

identify to be the team's obligations.
a. Specialist
b. Implementer
c. Coordinator
2. The Specialist main priority in a team is to __________________.

a. critically analyze information
b. maintain professional standards
c. ensure that the team adheres to deadlines
3. The ______________________ work toward resolving conflict or issues

affecting the team’s dynamics.
a. Shapers
b. Team Workers
c. Resource Investigators
4. The Implementers are naturally ____________________.

a. practical, efficient and well-organized
b. mature and confident in nature
c. serious minded and cautious in nature

II SWCTI
Developed by:
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and Effective
in the Workplace
Answer Key 2.2-1
1. Coordinator
2. maintain professional standards
3. Team Workers
4. practical, efficient and well-organized

II SWCTI
Developed by:
Rebecca M. Olongayo
and Effective
in the Workplace
Task Sheet 2.2-1
Title: Identify the Role of a Team Member
Performance Objective: Given the supplies and materials, you should be

able to identify the role of a team member according to
proper procedure.
Supplies/Materials : paper, pen, Belbin’ Team Roles, Activity Sheets
Steps/Procedure:
1. Gather the group together.

2. Get the activity sheets from your trainer.
3. Discuss Beblin’s Team Roles with your team.
4. Identify the teammates who fit in the Action-Oriented roles.
5. Identify the teammates who fit in the People-Oriented roles.
6. Identify the teammates who fit in the Thought-Oriented roles.
7. List down the names of your teammates identified with shaper,
implementer, completer/finisher, coordinator, team worker, resource
investigator, monitor-evaluator, specialist roles and plants roles.
Assessment Method:
 Written Test
 Interview

II SWCTI
Developed by:
Rebecca M. Olongayo
and Effective
in the Workplace
CRITERIA
YES NO
Did you….
1. Gather the group together?
2. Get the activity sheets from your trainer?
3. Discuss Beblin’s Team Roles with your team?
4. Identify the teammates who fit in the Action-

Oriented roles?
5. Identify the teammates who fit in the People-
Oriented roles?
6. Identify the teammates who fit in the Thought-
Oriented roles?
7. List down the names of your teammates identified
with shaper, implementer, completer/finisher,
coordinator, team worker, resource investigator,
monitor-evaluator, specialist roles and plants
roles?

II SWCTI
Developed by:
Rebecca M. Olongayo
and Effective
in the Workplace
Recognize Roles and Responsibilities of Team Members
Learning Objective:
After reading this Information Sheet, the trainees should be able to discuss
the roles and responsibilities of Team members.
A team normally consists of Team leader, Facilitator, Recorder, Timekeeper

and Members. Each and every member has their own responsibilities. They
play their role for the welfare of the team.
1. Role and Responsibilities of Team leader

A team leader is selected by the quality council, sponsor or the team
itself.
Team leader ensures smooth and effective operations of the team.
He ensures that all members participate during the meetings and he
prevents members from dominating the proceedings unnecessarily.
He serves as a mediator between the team and the Quality Council.
He implements the changes recommended by the team.

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and Effective
in the Workplace
He prepares the agenda of all meetings and ensures necessary resources
are available for the meeting.
Team leader ensures that team decisions are taken by consensus rather
than unilaterally.
2. Role and Responsibilities of Facilitator

Facilitator is not a member of the team. Yet his role in the team is
indispensable.
Facilitator supports the leader for facilitating the team during initial
stages of the team.
He focuses on team process.
He acts as resource to the team
He provides feed back to the team concerning the effectiveness of the
team process.
3. Role and Responsibilities of Team Recorder/Documenter

Team recorder is selected by the team leader or by the team and may be
rotated on a periodic basis.
He documents the main ideas of the team’s discussion.
He presents the documents for the team to review during the meeting
and distribute them as Minutes of the Meeting afterwards.
He participates as a team member.
4. Role and Responsibilities of Time keeper

Time keeper is selected by the leader or by the team and may be rotated
on a periodic basis.
He monitors the time to maintain the schedule as per agenda.
He participates as a team member.
5. Role and Responsibilities of Individual Member

Team member is selected by the leader, sponsor, or quality council (or) is
a member of a natural work team.
He should actively, participate in meetings and shares knowledge,
expertise, ideas and information.
He should respect others’ contribution.
He should listen carefully and ask questions.
He should be enthusiastic.
He should work for consensus on decisions.
He should be committed to team objectives.
He should carry out assignments between meetings such as collecting
data, observing processes, charting data and writing reports.

II SWCTI
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and Effective
in the Workplace
Self-Check 2.2-2
statement is false. Write the answer on the blank space provided.
______________1. The Time Keeper implements the changes recommended by

the team.
______________2. The Facilitator documents the main ideas of the team’s

discussion
______________3. Team leader ensures smooth and effective operations of the

team.
_____________4. Individual team members should ignore idea-contributions but

ask questions.
_____________5. Team Recorder documents the main ideas of the team’s

discussion.

II SWCTI
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and Effective
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Answer Key 2.2-2
1. FALSE
2. FALSE
3. TRUE
4. FALSE
5. TRUE

II SWCTI
Developed by:
Rebecca M. Olongayo
and Effective
in the Workplace
Task Sheet 2.2-2
Title: Select Team Members
Performance Objective: Given the supplies and materials, you should be

able to identify the role of a team member according to
proper procedure.
Supplies/Materials : paper, pen, Activity Sheets
Steps/Procedure:
1. Gather the group together.

2. Get the activity sheets from your trainer.
3. Discuss with your team the roles and responsibilities of the Team
leader, Facilitator, Recorder, Timekeeper and Members.
4. Select the team leader from the team.
5. Select the facilitator from the team.
6. Select the team recorder/ documenter from the team.
7. Select the team timekeeper from the team.

II SWCTI
Developed by:
Rebecca M. Olongayo
and Effective
in the Workplace
Assessment Method:
 Written Test
 Interview
CRITERIA
YES NO
Did you….
1. Gather the group together?
2. Get the activity sheets from your trainer?
3. Discuss with your team the roles and

responsibilities of the Team leader, Facilitator,
Recorder, Timekeeper and Members?
4. Select the team leader from the team?
5. Select the facilitator from the team?
6. Select the team recorder/ documenter from the

team?
7. Select the team timekeeper from the team?

II SWCTI
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and Effective
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Identify Relationships within the Team
and External to the Team
Learning Objective:
After reading this Information Sheet, the trainees should be able to discuss
the roles and responsibilities of Team members.
Internal and External Influences on Team Performance
According to Dr. Todd Harris (an expert in

industrial and organizational psychology), most
models of the organization of the future are
premised on teams surpassing individuals as
the primary performance unit in the
company. Clearly, changes in the world of work

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such as advances in information technology, globalization, hyper-competition,
knowledge-based work, and worker empowerment will mean the workplace of
the future will be much more collaborative than its predecessor.
Unfortunately, many organizations have found that teams are not a universal
panacea. In fact, academics and management consultants often cite a “50-
percent failure rate” for teams, in that half of work teams fail to achieve their
goals. To perform well, a team must surmount three hurdles. It must
(1) exert sufficient effort to accomplish the task at an acceptable level of
performance,
(2) bring adequate knowledge, skill and ability to bear on the task work,
and
(3) employ task performance strategies that are appropriate to the work
and to the setting in which it is being performed. Performance on these
three “hurdles” will be influenced by factors that are both “internal” to the
team and factors that are “external” to the team.
Internal team factors to consider include:
 Task Structure:
Is the team task clear, and consistent with the team’s purpose?
Does the team have a meaningful piece of work to do for which
members share responsibility and accountability, and that provides
opportunities for the team to learn how well it is doing?
 Team Composition:
Is the team well staffed?
Is it the right size, given the work to be done?
Do members have the expertise required to perform the task well?
Do they have sufficient interpersonal skill to function
collaboratively?
Are team members so similar in background and perspectives that
there is little for them to learn from one another?
Are they so different that they risk having difficulty communicating
and coordinating with one another?
 Core Norms:
Expectations of what is “acceptable” team behavior tend either to
be “imported” to the team by members or established very early in
the team’s lifespan.
Articulating these “norms” ahead of time via a “team charter” or
“team vision statement” can be very helpful, and should cover

II SWCTI
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areas such as how the team will make decisions, communicate and
evaluate itself.
External team factors to consider include:
 Reward System:
Does the company’s reward system provide recognition,
reinforcement and compensation that are contingent on team
performance?
Are rewards administered to the team as a whole or to individuals
within the team?
Does the reward system truly encourage team members to work
collaboratively?
 Educational System:
Is training or technical assistance available to the team for any
aspects of the work for which members do not already have
adequate knowledge, skill or experience?
 Information System:
Does the team have ready access to the data, tools and other
resources that enable superior performance?
 Organizational Culture:
Does the company for which the team works have a collaborative
culture that genuinely fosters and supports teams?
Or is it a culture that still promotes and recognizes individual
achievement?
Do the company’s top leaders really “buy into” the concept of
teams?

II SWCTI
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Rebecca M. Olongayo
and Effective
in the Workplace
Self-Check 2.2-3
Enumeration. List the following:
1. Internal influences on team performance
a.________________________________
b.________________________________
c.________________________________
2. External influences on team performance

d.________________________________
e.________________________________

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f.________________________________
g.________________________________
Answer Key 2.2-3
1. Internal influences on team performance
a. task structure
b. team composition
c. core norms
2. External influences on team performance
d. reward system

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e. educational system
f. information system
g. organizational culture
LEARNING OUTCOME #3 Work As A Team Member
CONTENTS
 Use Appropriate Workplace language
 Recognize Workplace Culture
 Observe Protocols in Reporting
 Contribute to The Development Of Group Plans 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

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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
 Activity Sheets
 Short Films on Teamwork
 Television
 Manuals
ASSESSMENT METHODS
 Demonstration
 Observation
LEARNING EXPERIENCE
Learning Outcome # 3 Work as a Team Member
Read Information Sheet 2.3-1 Participate in communication

exercise.
Perform Job Sheet 2.3-1
Read Information Sheet 2.3-2 Collaborate with your group in

defining workplace culture

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Read Information Sheet 2.3-3 Write and incident/ accident report

following SOP
Read Information Sheet 2.3-4 Participate in group discussions

Use Appropriate Workplace Language
Learning Objective:
After reading this Information Sheet, the trainees should be able to use
appropriate language at work.

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Appropriate Tone and Language In The Workplace
When we discuss maintaining the productivity of a workforce, a lot of it

depends on upon the communication between employer and employee. This is
precisely where appropriate tone and language in a workplace comes into the
equation. We all like to be treated with respect in social settings and it should
be no different in work.
When we think about appropriate tone and language in a workplace, classically

it overlaps in three prominent dimensions:
employee tone and language towards employers,

employer tone and language towards employees,
employee tone and language with potential clients.
8 Tips in Using Appropriate Language at Work

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1. Use standard English and follow established rules of grammar
No matter who your audience is, in the workplace you should always use
standard English (the form of English taught in schools and used in most texts,
government documents, media publications, and the like) in your speech and
writing. If you are from an area where nonstandard English is common and you
use nonstandard English yourself, make a conscious effort to speak standard,
grammatical English. Pay attention to the way other professionals speak and
write at work, and you will begin to notice ways that you can improve your own
speech and writing.
2. Use a level of formality appropriate for your audience.

When conversing in less formal situations or when writing less formal
correspondence, you can use less formal English, but still remain respectful
and professional at all times.
3. Do not use profanity.

Swearing is never acceptable in the workplace.
4. Avoid biased or derogatory comments

Do not use sexist language or language that is biased against any racial,
ethnic, religious, age, or other group. Avoid comments, generalizations,
examples, or jokes that affirm or perpetuate negative stereotypes.
5. Avoid slang.
You should generally avoid slang in the workplace—even words or expressions
that are commonly accepted in other settings. Be judicious in your use of
idiomatic expressions, and particularly regionalisms, as well.
6. Be cautious when using jargon.

Jargon should be used sparingly, and only when speaking or writing to an
audience that will be familiar with the terms used. If you feel it is appropriate
to use jargon for a more general audience, make sure you define the terms
used.
7. Be polite.
You will be able to accomplish more and will undoubtedly have better
relationships with co-workers and colleagues if you treat them respectfully and
show sincere appreciation by using courtesy words.
8. Take a class.
To learn even more about using appropriate language and about writing and
speaking well in the workplace, you can take a class or attend a workshop or
seminar on communicating effectively in the business world.

II SWCTI
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Rebecca M. Olongayo
and Effective
in the Workplace
Self-Check 2.3-1

II SWCTI
Developed by:
Rebecca M. Olongayo
and Effective
in the Workplace
______________1. Instant messenger is the most personal form of

communication in the workplace.
______________2. Jokes that affirm negative stereotypes is okay in a non-office

workplace setting.
______________3. Meeting is the most effective way for teams to ask questions
and share ideas.
_____________4. Gossip is the most effective workplace language to encourage

and promote positive work environment.
_____________5. You show sincerity by using courteous words.

II SWCTI
Developed by:
Rebecca M. Olongayo
and Effective
in the Workplace
Answer Key 2.3-1
1. FALSE
2. FALSE
3. TRUE
4. FALSE
5. TRUE

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Job Sheet 2.3-1
Title: Use Appropriate Workplace Language
Performance Objective: Given the supplies and equipment, you should be

able to create an organizational structure chart according
to proper procedure.
Supplies/Materials :paper, pen, Activity Sheets
Steps/Procedure:
1. Participate in the active listening exercise “A What?” to practice using

the workplace language.
2. Debrief with a chat about the communication that went on.
Assessment Method:
 Written Test
 Interview

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CRITERIA
YES NO
Did you….
1. Participate in the active listening exercise “A
What?” to practice using the workplace language?
2. Debrief with a chat about the communication that
went on?

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Recognize Workplace Culture
1. Discuss the importance of workplace culture;
2. List the factors in developing workplace culture.
Why Workplace Culture is Important
Culture is as important as your business strategy because it either strengthens

or undermines your objectives. Positive culture is significant, especially
because:

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 It attracts talent. Job candidates evaluate your organization and its
climate. A strong, positive, clearly defined and well-communicated
culture attracts talent that fits.
 It drives engagement and retention. Culture impacts how employees
interact with their work and your organization.
 It impacts happiness and satisfaction. Research shows that employee
happiness and satisfaction are linked to strong workplace culture
(Source: Deloitte).
 It affects performance. Organizations with stronger cultures outperform
their competitors financially and are generally more successful.
What Impacts Culture in the Workplace?

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A multitude of factors play a role in developing workplace culture, including:
1. Leadership
 The way your leaders communicate and interact with employees, what
they communicate and emphasize, their vision for the future, what they
celebrate and recognize, what they expect, the stories they tell, how they
make decisions, the extent to which they are trusted, and the beliefs and
perceptions they reinforce
 How your organization is managed—its systems, procedures, structure,
hierarchy, controls, and goals.
 The degree to which managers empower employees to make decisions,
support and interact with them, and act consistently.
2. Workplace Practices
 Practices related to recruiting, selection, on boarding, compensation and
benefits, rewards and recognition, training and development,
advancement/ promotion, performance management, wellness, and
work/life balance (paid time off, leave, etc.), as well as workplace
traditions.
3. Policies and Philosophies

 Employment policies including, but not limited to, attendance, dress
code, code of conduct, and scheduling, in addition to organizational
philosophies such as hiring, compensation, pay for performance, and
internal transfer and promotion.
4. People
 The people you hire — their personalities, beliefs, values, diverse skills
and experiences, and everyday behaviors
 The types of interactions that occur between employees (collaborative
versus confrontational, supportive versus non-supportive, social versus
task-oriented, etc.).
5. Mission, Vision, and Values

 Clarity of mission, vision, and values and whether they honestly reflect
the beliefs and philosophies of your organization, how inspiring they are
to your employees, and the extent to which the mission, vision, and
values are stable, widely communicated, and continuously emphasized.

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6. Work Environment
 Objects, artifacts, and other physical signs in your workplace.
 These include what people place on their desks, what the organization
hangs on its walls, how it allocates space and offices, what those offices
look like (color, furniture, etc.), and how common areas are used.
7. Communications
 The manner in which communication occurs in your workplace.
 The degree, type, and frequency of interaction and communication
between leaders and employees, and managers and employees, including
the extent of transparency in sharing information and making decisions.

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Self-Check 2.3-2
Essay. Briefly explain and give examples of the following:
1. the impact of leadership to workplace culture
2. the impact of work environment to workplace culture
3. the importance of a positive workplace culture

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Answer Key 2.3-2
Model Answers
1. the impact of leadership to workplace culture
The organization’s leaders highly contribute to the strength of the

organization because they are the ones who know how to motivate and
inspire people to engage in the company’s mission and vision. For
example: when the leaders enforce a workplace culture on safety,
everyone adheres to wear PPE and performs 5S before, during and after
performing their tasks.
2. the impact of work environment to workplace culture
The employees’ attitude reflect the mission vision and values of the
company For example: people’s productivity improves in a clean, well
ventilated and well-lighted facility.
3. the importance of a positive workplace culture

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A positive workplace culture attracts skilled and talented people; drives
employees to have engagement and retention to their work; improves
happiness and satisfaction level of employees; and encourages employees
to perform their jobs well in the organization.

Observe Protocols in Reporting
Learning Objective:
After reading this Information Sheet, the trainees should be able to

demonstrate the protocols in reporting using standard operating
procedures.

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Procedure in Reporting Injury at the Workplace
An accident/incident report needs to include all the essential information

about the accident or near-miss. The report-writing process begins with fact
finding and ends with recommendations for preventing future accidents.
1. Find the Facts
To prepare for writing an accident report, you have to gather and record all the
facts. For example:
 Date, time, and specific location of incident

 Names, job titles, and department of employees involved and immediate
supervisor(s)
 Names and accounts of witnesses
 Events leading up to incident
 Exactly what employee was doing at the moment of the accident
 Environmental conditions (e.g. slippery floor, inadequate lighting, noise,
etc.)
 Circumstances (including tasks, equipment, tools, materials, PPE, etc.)
 Specific injuries (including part(s) of body injured and nature and extent
of injuries)
 Type of treatment for injuries
 Damage to equipment, materials, etc.

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2. Determine the Sequence
Based on the facts, you should be able to determine the sequence of events. In
your report, describe this sequence in detail, including:
 Events leading up to the incident.

 Was the employee walking, running, bending over, squatting, climbing,
lifting operating machinery, pushing a broom, turning a valve, using a
tool, handling hazardous materials, etc.?

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 Events involved in the incident.
 Was the employee struck by an object or caught in/on/between objects?
 Did the worker fall on the same level or from a height?
 Did the employee inhale hazardous vapors or get splashed with a
hazardous chemical?
 Events immediately following the incident.

 What did the employee do: Grab a knee? Start limping? Hold his/her
arm? Complain about back pain? Put a hand over a bleeding wound?
 Describe how other co-workers responded. Did they call for help,
administer first aid, shut down equipment, move the victim, etc.?
 Include photos of the accident scene, which may help readers follow the
sequence of events.
3. Analyze
Your report should include an in-depth analysis of the causes of the accident.
Causes include:
 Primary cause (e.g., a spill on the floor that caused a slip and fall)
 Secondary causes (e.g., employee not wearing appropriate work shoes or
carrying a stack of material that blocked vision)
 Other contributing factors (e.g., burned out light bulb in the area).
4. Recommend
Recommendations for preventive/ corrective action might include immediate

corrective action as well as long-term corrective actions such as:
 Employee training on safe work practices

 Preventive maintenance activities that keep equipment in good operating
condition
 Evaluation of job procedures with a recommendation for changes
 Conducting a job hazard analysis to evaluate the task for any other
hazards and then train employees on these hazards
 Engineering changes that make the task safer or administrative changes
that might include changing the way the task is performed
Self-Check 2.3-3

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Enumeration.
1. Important facts needed in writing an incident report.
2. The sequence of events in an incident/ accident report.

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Answer Key 2.3-3
1. Important facts needed in writing an incident report.
 Date, time, and specific location of incident

 Names, job titles, and department of employees involved and immediate
supervisor(s)
 Names and accounts of witnesses
 Events leading up to incident
 Exactly what employee was doing at the moment of the accident
 Environmental conditions (e.g. slippery floor, inadequate lighting, noise,
etc.)
 Circumstances (including tasks, equipment, tools, materials, PPE, etc.)
 Specific injuries (including part(s) of body injured and nature and extent
of injuries)
 Type of treatment for injuries
 Damage to equipment, materials, etc.
2. The sequence of events in an incident/ accident report.
 Events leading up to the incident

 Events involved in the incident
 Events immediately following the incident

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Task Sheet 2.3-3
Title: Write an Incident / Accident Report According to SOP
Performance Objective: Given the supplies / mat, you should be able to

create an organizational structure chart according to
proper procedure.
Supplies/Materials : paper, pen, Incident/Accident Report Forms,

Activity Sheets on Workplace Injuries
Steps/Procedure:
1. Get an Activity Sheet and Incident/Accident Report Form from

your trainer.
2. Read the Activity Sheet on Workplace Injuries.
3. Gather and Record the facts of the incident / accident.
4. Describe the incident / accident sequence in details:
o Events leading up to the incident
o Events involved in the incident
o Events immediately following the incident
5. Write an in-depth analysis of the causes of the incident/accident
o Primary cause
o Secondary causes
o Other contributing factors
6. Write recommendations for preventive/ corrective action.
7. Submit the finished Incident/Accident Report to your trainer.
Assessment Method:
 Written Test
 Interview

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CRITERIA
YES NO
Did you….
1. Get an Activity Sheet and Incident/Accident
Report Form from your trainer?
2. Read the Activity Sheet on Workplace Injuries?
3. Gather and Record the facts of the incident /

accident?
4. Describe the incident / accident sequence in
details?
o Events leading up to the incident?
o Events involved in the incident?
o Events immediately following the incident?
5. Write an in-depth analysis of the causes of the

incident/accident?
o Primary cause?
o Secondary causes?
o Other contributing factors?
6. Write recommendations for preventive/ corrective

action?
7. Submit the finished Incident/Accident Report to

your trainer?

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Contribute To the Development of Group Plans
And Decision Making
Learning Objective:
After reading this Information Sheet, the trainees should be able to

discuss how a team member contributes to group planning and decision
making.
An effective and cooperative team member …
 Interacts with and includes others in courteous, respectful and honest

ways
 Is respectful of differences – in opinions, culture, ethnicity …
 Provides opinions and ideas and seeks the opinions and ideas of others

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 Negotiates and discusses ideas while being flexible to meet the goals of
the group
 Performs identified tasks to meet goals of the group
 Listens without interrupting
 Offers ideas without interrupting
 Is aware of own emotions, thoughts and feelings and keeps them under
control for the good of the group
 Moves the group towards resolving conflict (if it exists) so goals can be
met
The social aspect of teamwork provides a superior work experience for team
members, which can motivate higher performance.
 Mutual support: Because team members can rely on other people with
shared goals, they can receive assistance and encouragement as they
work on tasks. Such support can encourage people to achieve goals they
may not have had the confidence to have reached on their own.

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 Greater sense of accomplishment: When members of a team collaborate
and take collective responsibility for outcomes, they can feel a greater
sense of accomplishment when they achieve a goal they could not have
achieved if they had worked by themselves.
The total value created by teamwork depends on the overall effectiveness of the
team effort. While we might consider simply achieving a goal a benefit of
teamwork, by taking advantage of what teamwork has to offer, an organization
can gain a broader set of benefits.
Self-Check 2.3-4
______________1. It is okay to be rude when voicing out differences in opinions.

______________2. An effective team member promotes conflict in the group.
______________3. An active team member contributes ideas without interrupting

someone who is talking.
_____________4. Gossip is the most effective workplace language to encourage

and promote positive work environment.
_____________5. You show sincerity by using courteous words.

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Answer Key 2.3-4
1. FALSE
2. FALSE
3. TRUE
4. FALSE
5. TRUE

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Job Sheet 2.3-4
Title: Assess Personal Contribution to the Team Effort
Performance Objective: Given the supplies / mat, you should be able to

create an organizational structure chart according to
proper procedure.
Supplies/Materials : pen, Activity Sheets, metacards, marker, masking

tape
Steps/Procedure:
1. Get an Activity Sheet from your trainer.

2. Answer the Activity Sheet: Working in Groups Self-Assessment.
3. Participate in group discussion on how to improve team effort.
Working in Groups Self-Assessment Check 3

In groups, do you mostly tend to: boxes
1. Stay quiet for some time and then join in? 
2. Feel uneasy/ uncomfortable and wish you were working 
alone?
3. Want to lead? 
4. Encourage others to make contributions? 
5. Come up with new ideas? 
6. Interrupt others to ensure your point is made? 

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7. Keep the group focused on the task at hand? 
8. Make everyone relaxed and promote harmony? 
9. Get frustrated when there is too much talk and not 
enough decisions and action?
10. Make peace between those team members strongly 
disagreeing with each other?
Source: Pretty, Jules. Participatory Learning and Action: A Trainer’s Guide.
London: International Institute for Environment and Development, 1995 .
Assessment Method:
 Written Test
 Interview
CRITERIA
YES NO
Did you….
1. Get an Activity Sheet from your trainer?
2. Answer the Activity Sheet: Working in Groups

Self-Assessment?
3. Participate in group discussion on how to improve
team effort?

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LEARNING OUTCOME #4 Work Effectively with
Colleagues
CONTENTS
 Communication techniques
 Relationship with colleagues
ASSESSMENT CRITERIA
• Information is communicated clearly and in concise manner
using appropriate communication techniques
• Relationships are established and maintained effectively
with colleagues
 Work activities are performed within the team to ensure
achievement of team goals
CONDITIONS
ASSESSMENT METHODS
 Demonstration
 Observation

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LEARNING EXPERIENCE
Learning Outcome # 4 Work Effectively with Colleagues

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Communication Techniques
Learning Objective:
1. Discuss the effective communication.
Tips for Effective communication techniques
In peer support, being part of group discussions is entering into a dialogue with
other people. That means, effective communication in a group is not just about
what you say and do, it includes being aware of what other group

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Self-Check 2.4-1
Direction: Read and answer the question briefly.
1. What are the two components of communication appropriate to the

person and culture being communicated with?

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Answer Key 2.4-1

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Relationship with Colleagues
Learning Objective:
1. Discuss to improve teamwork and collaboration;
2. Identify the ways how to build relationship with colleagues.
Improved Teamwork and Collaboration

When people know one another well, they are much more likely to work
well together. Watch teams who have a new member; typically, that new
member will remain somewhat isolated until everyone else gets to know her. If
you have several employees who are barely on speaking terms and you throw
them together into a project, it will take some time for them to break the ice
and begin to work well together.
Ways to Build Relationships with Colleagues
1. Get to know your team mates:

One good thing about spending time at your workplace is you get to know your
co-workers differently. You get to spend equal time with all of your team mates,
which in turn add on to the quality of working together.
Always, take time to know your team mates better, you never know, what
common interests you both would share, inside and outside of work.
2. Look out for a common interest:

One good and easy way for building positive relationships with office colleagues
is looking out for a common interest between you all. There might be
several instances where two persons clicked instantly just because of their
interest in a particular thing. Such things are likely to happen quite a lot if you
openly communicate with your counter parts. For this, you need to have an
open mind, free of stress and tension.

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3. Work to not earn, but to build trust:
This is no vague statement, but a truth of life, which most people tend to wipe
out. People are tending to working endlessly for hours and hours because
ultimately it’s the money and hard work that pays off.
4. Speak positively:
This is not in context just with your behavior, but also with the co-workers you
tend to work with. You must speak positively about others, especially about
your co-workers, with all of them, including your boss. This brings positive
vibes in the workplace and the ones who are cruel enough also tend to melt
after listening to your appraisals and compliments.
5. Support other people’s work:
This is the major key to success whilst building strong relationships. One must
know how to effectively handle and prosper out of this situation. Whilst at
work, one must appreciate and compliment other people’s work, be it a bad one
or a good one.
6. Share:
The universal statement, “Sharing is caring” comes in place now. Share your
knowledge with the people at work. This will not only allow your relationship to
glow, but also set a path on the journey towards knowledge empowerment, in a
positive way.
Share your knowledge information of work as well as something of outside
work. It may be surprising that your knowledge will help you in collecting
information about the other person and amuse you to know that even they like
it too. You think of them and help them with the right amount of information of
knowledge and content.
7. Be positive:
Positivity is something every person should wear every day. It is something
which lightens up your inner soul and your inner decisiveness to be bright and
excel in every god damned thing that comes in your way.
If you have a positive mind and attitude, nothing can stop you from achieving
what you are made for and what goes on with your name. It is a common
saying that positivity is contagious.
8. Introduce yourselves on social gatherings:
This is the easiest way to build a relationship with anyone. All you need to do is
attend a social gathering and the rest would be done on its own..
9. Avoiding Cliques:

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This is one thing that every individual working in a firm must know. Avoiding
cliques not just helps the entire firm to glow and blossom, but it also helps the
firm to be known as a family, and nobody would dare to cause harm to a family
full of positivity.
10. Do not ever complaint to the head:
Get rid of your anger management issues, and try to get along with people.
They would be rough to you in the first place, as it is a new environment for all,
but eventually things would cool down, and everything will be sorted.
11. Be honest:
An advisable tip to know your colleagues better is to be honest and
communicate freely with them. An open mind and an open heart is the key to
success. Honest people are more likely to develop greater relationships with
people as compared to those who are totally not honest or less honest.

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Self-Check 2.4-2
1. What are the ways in building relationship with colleagues?

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Answer Key 2.4-2
Ways to Build Relationships with Colleagues
1. Get to know your team mates:

2. Look out for a common interest:
3. Work to not earn, but to build trust:
4. Speak positively:
5. Support other people’s work:
6. Share:
7. Be positive:
8. Introduce yourselves on social gatherings:
9. Avoiding Cliques:
10. Do not ever complaint to the head:
11. Be honest:

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LEARNING OUTCOME #5 Work in Socially Diverse
Environment
CONTENTS
 Communication from diverse environment
 Cross cultural misunderstanding
ASSESSMENT CRITERIA
• Customers and colleagues from diverse backgrounds are
communicated with, in all verbal and non-verbal forms
 Cross cultural misunderstandings are dealt with, taking
account of cultural consideration
CONDITIONS
ASSESSMENT METHODS
 Written Test
 Interview

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LEARNING EXPERIENCE
Learning Outcome # 5 Work in Socially Diverse Environment

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Communication from Diverse Environment
Learning Objective:
1. Discuss the workplace diversity,
2. Identify the benefits of diverse workforce.
Working in a socially diverse environment necessitates communicating

with people from different cultural and social backgrounds.
Ensure that the two components of communication are appropriate to the
person and culture being communicated with:
 Verbal language
 Body language
Workplace Diversity
Diversity comes in many different forms in business. Gender roles, race,

different culture groups - and even migrant workers - are represented in
diverse workplaces. Essentially, any business environment operating without a
uniform, looks like a group of employees that has diversity in the workplace.

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In order to operate without discrimination, employees and managers
must have communications skills and communications systems. Without a
baseline for communication, discrimination will always be a dark possibility in
the workplace.
Benefits of a Diverse Workforce
The benefits of diversity in the workplace are evident for many

businesses. Diversity brings fresh ideas and a multicultural view to the work
environment. It can stimulate creativity while also serving the greater
marketplace.
If a business builds products for a diverse set of cultural groups, having
a relatively small group of employees working on those products and marketing
tactics is advantageous. The business can utilize first-hand experience and
empathy from the market-test group to build a better product. But in a job that
requires no creativity, diversity issues do not necessarily change the outcome.
Communication remains very important, regardless of the job functions in a
diverse work environment.

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Self-Check 2.5-1
1. What are the two components of communication appropriate to the

person and culture being communicated with?

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Answer Key 2.5-1
1. Verbal language
Body language

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Cross Cultural Misunderstanding
Learning Objective:
1. Identify cross cultural misunderstanding.
Cross Cultural Misunderstanding in the Workplace

Intercultural misunderstandings arise when people of different cultures
communicate or interact with one another. People from one culture act
according to their norms and values, but other cultures do not understand how
it is communicated and there may be different interpretations depending on
cultural differences.
Intercultural communication is valuable workplace skills. Today, you

may be more professional to interact with people from different cultures.

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Whether they are team members, managers or clients, deepening
understanding of various cultures and perspectives will help improve
communication and avoid misunderstanding. Focus on your education -
Understand various cultural traditions and ways of working, to keep up with
global events and international politics. Take some time to learn about
colleagues from different countries and backgrounds. In particular, if you have
the opportunity to visit overseas offices or teams, please secure travel
opportunities. In addition to being able to gain higher cultural appreciation and
sensitivity, you can also make new friends by finding common grounds.
https://www.essaybot.com/sample/essays/detail?id=21408
Cultural Differences in the Workplace
Workplaces today employ people from diverse cultural backgrounds.

Some workers may have specific cultural needs or requirements which should
be taken into account.
 Dress - Some cultures have specific clothing such as headscarves or

turbans that are worn at all times.
 Religious practices - Some religions require time during work each day
for prayer or time off for special religious days.
 Customs - Some cultures can or can't have specific foods and drinks, or
may have rules about how food is prepared.
 Social values - Ideas about appropriate social and sexual behaviour, work
ethics, wealth and personal growth vary between cultures.
 Non-verbal behaviour - Eye contact, facial expressions, hand gestures
and how people interpret them vary between cultures.
Employers are responsible for their workers' physical and psychological

health and well-being and should encourage tolerance and respect for cultural
differences in the workplace.
 Religious dress - Workers are entitled to wear your religious dress at

work, unless it creates a safety hazard. If a religious dress covers the
face, an employee can be asked to show their face for reasonable
identification purposes.
What employers can do
Employers can:
1. train staff
2. make use of staff cultural skills

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3. promote cultural celebrations
4. be flexible
5. not discriminate against workers because of the employer's own
cultural background.
Workers and employers should also consider cultural differences as possible

reasons for problems or misunderstandings in the workplace.
What employees can do
Treating people unfairly at work because of their cultural difference may be

unlawful under equal opportunity laws. If you think you have been
discriminated against because of your culture, contact us for advice.
https://eoc.sa.gov.au/index.php/about-equal-opportunity/employment/work/cultural-
differences-workplace
Self-Check 2.5-2
1. What are the cultural differences in the workplace?

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Answer Key 2.5-2
Cultural Differences in the Workplace
 Dress - Some cultures have specific clothing such as headscarves or

turbans that are worn at all times.
 Religious practices - Some religions require time during work each day
for prayer or time off for special religious days.
 Customs - Some cultures can or can't have specific foods and drinks, or
may have rules about how food is prepared.
 Social values - Ideas about appropriate social and sexual behaviour, work
ethics, wealth and personal growth vary between cultures.
 Non-verbal behaviour - Eye contact, facial expressions, hand gestures
and how people interpret them vary between cultures.
 Religious dress - Workers are entitled to wear your religious dress at
work, unless it creates a safety hazard. If a religious dress covers the
face, an employee can be asked to show their face for reasonable
identification purposes.

II SWCTI
Developed by:
Rebecca M. Olongayo
and Effective
in the Workplace
REFERENCES
Belbin, R. M. (2010) Team Roles at Work, 2nd edition, New York: Routedge.
MYDev Life Skills Curriculum Module 3: Leardership & Teamwork (2016)
https://blog.hubspot.com/marketing/team-structure-diagrams
https://accountlearning.com/roles-and-responsibilities-of-team-members-in-a-
team/
https://www.managementstudyguide.com/external-relationships.htm
https://www.freshhrinsights.com.au/workplace-language-appropriate/
https://www.yourerc.com/blog/post/workplace-culture-what-it-is-why-it-
matters-how-to-define-it
https://www.atlantictraining.com/blog/write-good-accident-incident-report/

II SWCTI
Developed by:
Rebecca M. Olongayo
and Effective
in the Workplace
https://smallbusiness.chron.com/communication-diversity-workplace-
11389.html

II SWCTI
Developed by:
Rebecca M. Olongayo
and Effective
in the Workplace

Exercising Efficient and Effective Sustainable Practices in The Workplace 2022

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Exercising Efficient and Effective Sustainable Practices in The Workplace 2022

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COMPETENCY-BASED LEARNING MATERIAL

Sector: AGRICULTURE AND FISHERIES

Qualification: ANIMAL PRODUCTION (POULTRY-CHICKEN) NC II

Unit of Competency: EXERCISE EFFICIENT AND EFFECTIVE

Module Title: EXERCISING EFFICIENT AND EFFECTIVE

Technical Education and Skills Development Authority

The unit of competency Exercising Efficient and Effective Sustainable

The module Exercising Efficient and Effective Sustainable Practices in

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

A Certificate of Achievement will be awarded to you after passing the

Date Developed: January 2016 Document No.

Date Developed: January 2016 Document No.

No. Unit of Competency Module Title Code

Date Developed: January 2016 Document No.

Qualification Title : Animal Production (Poultry-chicken) NCII

Unit of Competency : Exercise Efficient and Effective Sustainable in the

Module Title : Exercise Efficient and Effective Sustainable in the

Nominal Duration : 3 Hours

This module covers the knowledge, skills and attitudes required to

Upon completion of this module the trainees will be able to:

LO1. Identify the efficiency and effectiveness of resource utilization

LO2. Determine causes of inefficiency and/or ineffectiveness of resource

LO3. Convey inefficient and ineffective environmental practices

1. Required resource utilization in the workplace is measured using

2. Data are recorded in accordance with workplace protocol

Date Developed: January 2016 Document No.

4. Potential causes of inefficiency and/or ineffectiveness are listed

6. Identified causes of inefficiency and/or ineffectiveness are validated

7. Identified causes of inefficiency and/or ineffectiveness are validated

8. Concerns related resource utilization are discussed with appropriate

9. Feedback on information/concerns raised are clarified with

Date Developed: January 2016 Document No.

 Importance of Environment al Literacy

1. Required resource utilization in the workplace is measured using

Trainees must be provided with the following:

 Observation/Demonstration with oral questioning

Date Developed: January 2016 Document No.

Learning Outcome #1 Describe Team Role and Scope

Learning Activities Special Instructions

Read Information Sheet 8.1-1

Answer Self-Check 8.1-1

You can ask the assistance of

Read Information Sheet 8.1-3

Answer Self-Check 8.1-3

Perform Task Sheet 8.1-3

Performance Criteria Checklist

After doing all activities of this

Date Developed: January 2016 Document No.

1. Define what Environmental Literacy is.

Environmental Literacy Plan (ELP) refers to a state education plan to

What is Environmental Literacy

An individual’s understanding, skills and motivation to make

Environmental Literacy is the desired outcome of environmental

 Sound scientific information

An environmentally literate person, both individually and together with others,

 Knowledge and understanding of a wide range of environmental concepts,

Date Developed: January 2016 Document No.

Figure 1 Environmental Literacy

5 Components of Environmental Literacy

Date Developed: January 2016 Document No.

Date Developed: January 2016 Document No.

Date Developed: January 2016 Document No.

____________ 1. Action is the ultimate (and perhaps most difficult) goal of