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COMPETENCY - BASED LEARNING MATERIALS

Sector: AUTOMOTIVE AND LAND TRANSPORT SECTOR

Qualification Title: DRIVING NC II

Unit of Competency: WORK IN TEAM ENVIRONMENT

Module Title : Working in Team Environment

NARVACAN ACADEMY TRAINING CENTER INC.

Brgy. Quinarayan, Narvacan, Ilocos Sur
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BASIC NCII

LIST OF COMPETENCIES

No. Unit of Competency Module Title Code

Participate in Participating in
1. Workplace Workplace 500311105
Communication Communication

2. Work in Team Environment Working in Team Environment 500311106

3. Practice career professionalism Practice career professionalism 500311107

Practice occupational health Practice occupational health and

4. and safety procedures safety procedures 500311108
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LEARNING OUTCOME SUMMARY

QUALIFICATION/LEVEL: DRIVING NCII

Unit of Competency : WORK IN A TEAM ENVIRONMENT
Modules Title: WORKING IN A TEAM ENVIRONMENT

Module Descriptor: This unit covers the skills, knowledge and attitudes to identify role
and responsibility as a member of a team

Summary of Learning Outcomes:

LO1. Describe team role and scope

LO2. Identify own role and responsibility within team

LO3. Work as a team member

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DETAILS OF LEARNING OUTCOME

LEARNING OUTCOME 2.1 Describe team role and scope

CONTENTS:
• Team structure
• Team roles
ASSESSMENT CRITERIA:
• The role and objective of the team is identified from available sources of information
• Team parameters, reporting relationships and responsibilities are identified from team discussions
and appropriate external sources

CONDITIONS:(Tools, equipment, s/m, references/materials)

• CBLM
• LMS
• Access to relevant workplace or appropriately simulated environment where assessment can take
place
• Materials relevant to the proposed activity or tasks
METHODOLOGIES:
• Reading instructional materials thru online using the LMS
• Synchronous online instructions (zoom, Google meet and other available online application software)

ASSESSMENT METHODS:
 Online Exam
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LEARNING EXPERIENCES

LEARNING OUTCOME 2.1 Describe team role and scope

Learning Activity / Guide Special Instructions
Read Information Sheet 2.1-1 on Team structure Identify the Team structure

Answer the Self-Check 2.1-1 and

compare your answer from the Answer
Key 2.1-1
Read Information Sheet 2.1-2 on Team roles Describe the Team roles

Answer the Self-Check 2.1-2 and

compare your answer from the Answer
Key 2.1-2
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INFORMATION SHEET 2.1-1

Team structure

Learning Objective:

After reading this information sheet, you must be able to:

1. Know the Complexities of Team Structure

2. Determine the Permanent and Temporary team Function
3. Distinguish the Advantage and Disadvantage of Teams

Introduction:
Organizations are typically comprised of a variety of teams that help accomplish company
goals and meet projections. While individuals cycle through times of higher and lower productivity,
teams hold the potential of offering a more steady level of achievement within the organization as a
whole.

Complexities of Team Structure

While teams are popular within the business world, not all teams are structured in the same way and
some teams qualify for more than one label. For instance, a virtual team might meet through Zoom
once a week for the purpose of creating a solution to new product packaging. Because they'll no
longer meet once that goal is accomplished, they also qualify as a temporary team. Similarly, a
permanent team might include people from a variety of departments or disciplines and therefore
also qualify as a cross functional team.

Like families, each team structure has its own particular mix of dynamics and goals. Recognizing the
different types of teams and how they work can assist you in creating teams that best serve the
needs of your organization. While you could choose to stick to teams that only fall into one category
or another, you can just as easily form teams that are comprised of a mixture of two or more
categories that best meet your company's needs.

Permanent Teams

Permanent teams form around a central subject or goal and remain in place from one project to
another. If the company structure includes a robust human resources department, there's likely a
human resources team that helps determine the department's strategies and protocols. The product
division is likely to include a product development team that remains in place from one product to
the next.

Temporary Teams Function

Temporary teams form to accomplish an important goal and then dissolve once that goal is met. For
instance, when a company structure is too
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costly, upper management might organize a restructuring team to evaluate

ways to cut costs and increase efficiency. Once the new company structure is implemented, the
restructuring team no longer exists.

Advantages of Teams

 Employees work to their strengths: Not everyone is a born public speaker, writer or
mathematician. Teams allow each member to focus on what they're most gifted in.

 Community: Instead of working in isolation, team members have a sense of community and
shared purpose around achieving a shared goal. They get to know one another and form
relationships that can increase job satisfaction.

 Innovation: Two heads are better than one. While an individual could have two or three
ideas about how to solve a problem, a team might have 15 or 20. It's easier to come up with
fresh solutions when everyone works together.

 Efficiency: When a team is run well, each member gets to focus on what's most essential for
their role in the team while tuning out everything else that's white noise. This means that
efficiency can increase while costs decrease.

 Accountability: Personal and professional growth are more possible in a supportive team
environment with others who are working on the same things. Employees who tend to be
less productive when working in isolation are more likely to fulfil job responsibilities when
they know their team members are counting on them.


 Momentum and celebration: It's nice to complete a task or project when you're working
alone, but it's an all-out celebration when your entire team completes a project. This feeling
of celebration creates a sense of momentum and healthy competition that carries from
project to project.

Disadvantages of Teams

There's no such thing as a perfect team. While it's true that teamwork often carries people farther
than individual work, it's equally true that sometimes an individual just needs to work quickly on a
solitary task like checking email or returning phone calls. These tasks aren't well suited to teamwork.

In addition, sometimes the workload is uneven and one or two team members end up picking up a
disproportionate amount of work. Personalities can clash and lack of clarity about individual tasks,
team structure and purpose can bog things down. Clear team structure, carefully chosen team
members and a purpose that resonate helps ensure that the team has more advantages than
disadvantages and contributes to the overall growth of your organization.
SELF-CHECK 2.1-1
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Multiple Choices: Write the correct answer before the number.

1. It's easier to come up with fresh solutions when everyone works together.

a. Community c. Efficiency

b. Innovation d. Accountability

2. Personal and professional growth is more possible in a supportive team environment

with others who are working on the same things.

a. Community c. Efficiency

b. Innovation d. Accountability

3. When a team is run well, each member gets to focus on what's most essential for their
role in the team while tuning out everything else that's white noise.

a. Community c. Efficiency

b. Innovation d. Accountability

4. They get to know one another and form relationships that can increase job satisfaction.

a. Community c. Efficiency

b. Innovation d. Accountability
5. Teams allow each member to focus on what they're most gifted in.

a. Community c. Employees work to their strengths

b. Innovation d. Accountability

ANSWER KEY 2.1-1

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1. A
2. B
3. C
4. A
5. C
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INFORMATION SHEET 2.1-2

Team roles

Learning Objective:

After reading this information sheet, you must be able to:

1. Describe the Team roles

Introduction:

To understand how a group operates it is necessary not only to look that the role of the
group leader but also at the roles of the individual members of the group.

Team Roles

Meredith Belbin’s work on Team Roles or Functions is often used to investigate how individuals
behave or what functions they perform in a group.

Belbin identifies nine group roles, or clusters of behaviour. These roles have been categorized as
either function (or task-oriented) or cerebral (people oriented), fitting with the task and relationship
roles of leadership.

Belbin's team roles are:

Shaper

The Shaper is a dynamic, outgoing member of the team; they are often argumentative, provocative
and impatient.

These traits may mean that they cause friction with other, especially people orientated, members of
the group. Due to the personality of the Shaper they push the group towards agreement and
decision making, keen to remove barriers and embrace challenges.

Implementer

Implementers get things done – they have the ability of transforming discussions and ideas into
practical activities.

Implementers are conscientious, wanting things to be done properly. They are very practical and
organized in nature hence their ability to get the job done. Implementers can be stuck in their ways,
not always open to new ideas and way of doing things. Implementers would rather stick to old, tried
and tested methods than to embrace change and innovation.
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Completer-Finisher

The Completer/Finisher is a task-orientated member of the group and as their name implies they
like to complete tasks.

The Completer/Finisher can be an anxious person worried about deadlines and targets – they are
perfectionists and have good attention to detail but also worry about delegating tasks. They would
rather do something themselves and know that it was done properly than delegate to somebody
else.

Coordinator/ Chairperson

The Coordinator is often a calm, positive and charismatic member of the team.

Coordinators take on leadership or chairperson roles by clarifying goals and objectives, helping to
allocate roles, responsibilities and duties within the group. The Coordinator has excellent
interpersonal skills, being able to communicate effectively with team members through good
listening, verbal and non-verbal communication.

Team Worker

The Team Worker helps by giving support and encouragement to the other members of the team.

This team-oriented member is concerned about how others in the team are managing. Team
Workers have sensitive, outgoing personalities and are happy to listen and act as the team
counsellor.

Team Workers are usually popular members of the team, able to effectively negotiate and work
towards the good of the group. Team Workers can, however, be indecisive in group decisions – torn
between the welfare of members and the ability of the team to deliver.

Resource Investigator

The Resource Investigator is a strong communicator, good at negotiating with people outside
the team and gathering external information and resources.

Resource Investigators are curious and sociable in their nature they are open to new ideas and ways
of accomplishing tasks. Being flexible, innovative and open to change, Resource Investigators are
listened to by other team members. Sometimes, however, they are unrealistic in their optimism.

Plant

The Plant is an intellectual and individualistic member of the team.

The Plant is innovative and will suggest new and creative ways of problem solving within the team.
Sometimes the ideas of the Plant may be impracticable due to their highly creative nature – they
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may ignore known constraints when developing their ideas. Plants are often introverts who may
have poor communication skills; they are loners and enjoy working away from the rest of the group.

Monitor Evaluator

The Monitor Evaluator is unlikely to get aroused in group discussions – they tend to be clever and
unemotional, often detected from other members of the team.

The monitor evaluator will critically evaluate and analyse the proposals, ideas and contributions of
others in the team. Monitor Evaluators carefully weigh up advantages and disadvantages, strengths
and weaknesses of ideas and proposals and therefore are usually good decision makers.

Monitor evaluators are keen critical thinkers.

Specialist

The Specialist has expert knowledge in some area that is vital to the success of the group.

The specialist provides knowledge and skills in this narrow area. Dwelling on practicalities in their
expert area the Specialist may have problems applying their expertise to the wider goals of the team.
Specialists tend to be single-minded and professional.
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SELF-CHECK 2.1-2

Multiple Choices: Write the correct answer before the number.

1. Is a dynamic, outgoing member of the team; they are often argumentative, provocative
and impatient.

a. Implementer c. Shaper

b. Specialist d. Completer-Finisher

2. Has expert knowledge in some area that is vital to the success of the group.

a. Implementer c. Shaper

b. Specialist d. Completer-Finisher

3. Is a task-orientated member of the group and as their name implies they like to
complete tasks.

a. Implementer c. Shaper

b. Specialist d. Completer-Finisher

4. They have the ability of transforming discussions and ideas into practical activities.

a. Implementer c. Shaper

b. Specialist d. Completer-Finisher
5. Is an intellectual and individualistic member of the team?

a. Implementer c. Plant
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b. Specialist d. Completer-Finisher

DETAILS OF LEARNING OUTCOME

LEARNING OUTCOME 2.2 Identify own role and responsibility within team

CONTENTS:
 Group planning and decision making
ASSESSMENT CRITERIA:
• Individual role and responsibilities within the team environment are identified
• Roles and responsibility of other team members are identified and recognized
• Reporting relationships within team and external to team are identified
CONDITIONS:(Tools, equipment, s/m, references/materials)
• CBLM
• LMS
• Access to relevant workplace or appropriately simulated environment where assessment can take
place
• Materials relevant to the proposed activity or task
METHODOLOGIES:
• Reading instructional materials thru online using the LMS
• Synchronous online instructions (zoom, Google meet and other available online application software)

ASSESSMENT METHODS:
 Online Exam
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LEARNING EXPERIENCES

LEARNING OUTCOME 2.2 Identify own role and responsibility within team

Learning Activities Special Instructions

Read Information Sheet 2.2-1 on Group planning and decision Determine the Group planning and
making decision
making

Answer the Self-Check 2.21 and

compare your answer from the
Answer Key 2.2-1
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INFORMATION SHEET 2.2-1

Group planning and decision making

Learning Objective:

After reading this information sheet, you must be able to:

1. Determine the Strategic Planning

2. Understand the Decision Making
3. Define the Support Measures

Introduction:
Planning and Decision Making is referred as all organisational processes that identify medium
and long-term goals, based on context and needs assessments, formulate written principles, rules,
and guidelines to reach its long-term goals, formulate strategies and create the means to achieve
them and make collective strategic decisions

Strategic Planning

In simple words, strategic planning is a planned process in which an organisation defines what it
aims to achieve and how it is going to achieve it.

For an organisation a strategic plan is the fundamental starting point for all its operations. A strategic
plan guides the direction of the organisation by defining explicitly its purpose of existence and by
providing mid-term goals and measurable success indicators. Having clear indicators or markers
allows the organisation to assess whether goals are being reached.

With a strategic planning process, any organisation will be able to know:

• what it wants to achieve in the long-term – Vision

• which principles guide its work – Values
• how it wants to bring about change, what is it doing – Mission
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• what specifically the organisation wants to see changed based on the identified problems –
Overall goal
• what the organisation wants to achieve in short to mid-term –
Immediate objective
• which results the organisation aims to reach – Key results areas Once these aspects of a
strategic framework are defined, the organisation can start to engage into a process of
action planning. This process consists of identifying concrete activities that will lead to the
achievement of the overall goal of the organisation’s operations.

A successful with any strategic planning is based on a few components:

1. An in-depth context and conflict analysis which is accompanied by an assessment of the
organisation’s capacity to work in the given context.
2. Includes a clear formulation of goals and immediate objective.
3. Includes a theory of change outlining the assumptions that underpinned the logic of how the
envisioned change is to be reached, by which intervention and why these interventions are
expected to have the intended effect.
4. Includes indicators for success and the corresponding means of verification that provide the
data source for assessing if the indicators were matched.
5. Is explicitly formulated and written down in a coherent strategic planning document
accessible internally for the members, staff and volunteers of the organisation and externally
for all relevant stakeholders working in the same field as the organisation.

Decision Making

Decision making refers here to all organisational processes that allow the organisation to make a
qualified choice between different options regarding operational and organisational decisions. These
decisions can be concerning:

• strategic planning
• local or international partnerships
• funding decisions
• project and programme development
• internal structures
• management procedures
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• communication strategies and policies

For Decision Making to be effective and contributing to the organisation’s vision, the following
features are helpful:
• transparent
• inclusive
• accessible
• applicable
Legally registered organisations have a legally binding statute which usually details and regulates the
relations and decision making powers for an association between its different bodies for example,
the general assembly and the board. Although, organisations often do not have established
guidelines or procedures addressing operational and organisational decision making processes that
go beyond those legally required procedures in the country of the seat of the organisations.

Support Measures

This includes any policy, structure and procedures that support the planning and decision making
processes in an organization by making these processes more inclusive and effective.
Inclusiveness refers here to the extent to which the organization manages to ensure a high
involvement of all relevant stakeholders in their planning and decision making processes.
Effectiveness means that the planned goals are achieved, resulting in the expected effects or
changes.
A wide range of support measures contribute to inclusiveness and effectiveness of the organization’s
planning and decision making processes and some of those are listed below:

Policies

• Organisational statute that is binding by law and provides organisational bodies with clear
rights and responsibilities
• Organisational guidelines for planning and decision making processes which detail for
example who is involved in the decision making, the minimum number of members of an
assembly or society that must be present at any of its meetings to make the proceedings of
that meeting valid, the method of decision making (consensus vs. majority), the frequency of
decision making etc.
• A code of conduct or ethical guidelines detailing how conflicts are handled within the
organization and which principles and values underpin the operations of the organization.

Structures

• A knowledge management system granting access internally to all relevant organisational

documents including lessons identified, reports, organizational guidelines, statutes and
ethical guideline
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• Travel funds or/ and funds to cover Internet/ telephone costs for stakeholders or
beneficiaries to join planning and decision-making processes.

Procedures

• Obligatory translation of key organisational documents in relevant languages if working in

multilingual settings
• External facilitation of internal planning and decision making meetings or workshops to
ensure unbiased facilitation of crucial planning and decision making processes
• Obligatory involvement of a diverse group of stakeholders and beneficiaries in planning
workshops
• Annual dedicated financial resources for monitoring, evaluation and learning
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SELF-CHECK 2.2-1

True or False

1. An in-depth context and conflict analysis which is accompanied by an assessment of the

organisation’s capacity to work in the given context.

2. Includes a not clear formulation of goals and immediate objective.

3. Includes a theory of change outlining the assumptions that underpinned the logic of how the
envisioned change is to be reached, by which intervention and why these interventions are
expected to have the intended effect.

4. Includes indicators for success and the corresponding means of verification that provide the data
source for assessing if the indicators were not matched.

5. Is explicitly formulated and written down in a coherent strategic planning document accessible
internally for the members, staff and volunteers of the organisation and externally for all
relevant stakeholders working in the same field as the organisation.
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DETAILS OF LEARNING OUTCOME

LEARNING OUTCOME 2.3 Work as a team member

CONTENTS:
 Communication process
ASSESSMENT CRITERIA:
• Effective and appropriate forms of communications used and interactions undertaken with team
members who contribute to known team activities and objectives
• Effective and appropriate contributions made to complement team activities and objectives, based on
individual skills and competencies and workplace context
• Observed protocols in reporting using standard operating procedures
• 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:(Tools, equipment, s/m, references/materials)

• CBLM
• LMS
• Access to relevant workplace or appropriately simulated environment where assessment can take
place
• Materials relevant to the proposed activity or task
METHODOLOGIES:
• Reading instructional materials thru online using the LMS
• Synchronous online instructions (zoom, Google meet and other available online application software)

ASSESSMENT METHODS:
 Online Exam
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LEARNING EXPERIENCES

LEARNING OUTCOME 2.3 Work as a team member

Learning Activities Special Instructions

Read Information Sheet 2.3-1 on Communication process Determine the

Communication process

Answer the Self-Check 2.31 and

compare your answer from the
Answer Key 2.3-1
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INFORMATION SHEET 2.3-1

Communication process Learning Objective:

After reading this information sheet, you must be able to:

1. Determine the Communication process

2. Distinguish the parts of the communication process
3. Identify How does the communication process work

Introduction:

The majority of people communicate many times in a given day. This is especially apparent in the
workplace. In order to effectively communicate with others, it's important to understand how the
communication process works.

Communication process

The communication process refers to a series of actions or steps taken in order to successfully
communicate. It involves several components such as the sender of the communication, the actual
message being sent, the encoding of the message, the receiver and the decoding of the message.
There are also various channels of communication to consider within the communication process.
This refers to the way a message is sent. This can be through various mediums such as voice, audio,
video, writing email, fax or body language. The overall goal of the communication process is to
present an individual or party with information and have them understand it. The sender must
choose the most appropriate medium in order for the communication process to have worked
successfully.

Parts of the communication process

The communication process has several components that enable the transmission of a message.
Here are the various parts:

1. Sender: This is the person that is delivering a message to a recipient.

2. Message: This refers to the information that the sender is relaying to the receiver.
3. Channel of communication: This is the transmission or method of delivering the message.
4. Decoding: This is the interpretation of the message. Decoding is performed by the receiver.
5. Receiver: The receiver is the person who is getting or receiving the message.
6. Feedback: In some instances, the receiver might have feedback or a response for the sender.
This starts an interaction.

How does the communication process work?

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In order to successfully communicate, it's important to understand how the process works. Here are
the seven steps in the communication process:

1. The sender develops an idea to be sent

2. The sender encodes the message
3. The sender selects the channel of communication that will be used
4. The message travels over the channel of communication
5. The message is received by the receiver
6. The receiver decodes the message
7. The receiver provides feedback, if applicable

1. The sender develops an idea to be sent

The beginning of the communication process involves the sender creating an idea that they plan to
send to another person or group of people. Essentially, they're planning the overall subject matter or
information they want to transmit.

2. The sender encodes the message

Once the sender develops an idea, they translate it into a form that can be transmitted to someone
else. This means they transform the thoughts of the information they want to send into a certain
format. For example, if you are writing a letter, you'll translate your idea into words. The message
can also be nonverbal, oral or symbolic.

3. The sender selects the channel of communication that will be used

Next, the sender decides how the message will be sent. This involves selecting the most suitable
medium for the message they're relaying. Some communication mediums include speaking, writing,
electronic transmission or nonverbal communication. If you're communicating at work, make sure to
select the proper and most professional channel of communication. 4. The message travels over the
channel of communication

After the medium is chosen, the message then begins the process of transmission. The exact process
of this will depend on the selected medium. In order for the message to be properly sent, the sender
should have selected the appropriate medium.

5. The message is received by the receiver

Next, the message is received by the recipient. This step in the communication process is done by
hearing the message, seeing it, feeling it or another form of reception.

6. The receiver decodes the message

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The receiver then decodes the sender's message. In other words, they interpret it and convert it into
a thought. After they've done this, they analyse the message and attempt to understand it. The
communication process is performed effectively when the sender and receiver have the same
meaning for the transmitted message.

7. The receiver provides feedback, if applicable

Lastly, unless it's a one-way communication, the receiver will provide feedback in the form of a reply
to the original sender of the message. Feedback provides the recipient with the ability to ensure the
sender that their message was properly received and interpreted. Between two people, this is two-
way communication.

Tips for improving the communication process

Here are some tips to consider improving your communication skills and the communication process
overall:

• Simplify your message: In order to ensure your message is properly understood, you should
keep your language simple and to the point.
• Know your audience: It's also important to consider the audience that will receive your
message as well as their needs and interests.
• Be a good listener: As a communicator, it's important to actively listen to what those around
you are saying. This will ensure that you're sending the right message.
• Ask questions: It's also important to ask good questions to keep the communication flowing.
Make sure your questions are insightful and engaging.
• Take the time to respond: When communicating, it's important to consider how you might
reply to a person to ensure you know what you want to say.
• Consider your body language: If you're communicating through a different medium, it's
important to be mindful of your body language. In addition, be aware of the body language
of the person you're communicating with, as well.
• Maintain eye contact: It's also important to make contact with the person or group you're
communicating with. This will show that you're actively listening to who you're
communicating with.
• Clarify your message if needed: If the recipient of your message is unclear about what
you're trying to say, it's important to clarify your message. This will help them to better
understand you.
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SELF-CHECK 2.3-1

Multiple Choices: Write the correct answer before the number.

1. This is the transmission or method of delivering the message.

a. Channel of communication c. Sender

b. Decoding d. Message

2. This is the person that is delivering a message to a recipient.

a. Channel of communication c. Sender

b. Decoding d. Message

3. This refers to the information that the sender is relaying to the receiver.

a. Channel of communication c. Sender

b. Decoding d. Message

4. This is the interpretation of the message.

a. Channel of communication c. Sender

b. Decoding d. Message

5. This starts an interaction.

a. Channel of communication c. Sender

b. Decoding d. Feedback
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