Module Title: WORK IN A TEAM ENVIRONMENT

Code: 400311211
This module includes the following Learning Guides:
LG01: Describe team role and scope.
LG02: Identify one’s role and responsibility within a team.
LG03: Work as a team member

INSTRUCTION SHEET LG01: Describe team role and scope.

1. Read the information written in the information-sheets respectively.

2. Accomplish the self-checks respectively.
3. If you earned a satisfactory evaluation from the –self-check, proceed.
This learning guide is developed to provide necessary information regarding the following
content coverage and topics:

INFORMATION SHEET LG01: Describe team role and scope.

2.3. TEAM DEVELOPMENT

Team development describes the process of building and strengthening a team by improving
how team members work together. In its center lie core aspects such as building trust,
improving team work, effective communication on eye-level, clear roles and responsibilities as
well as a healthy amount of collaboration. In team development, the journey never ends.
Team development creates a captivating atmosphere by encouraging co-operation, teamwork,
interdependence and by building trust among team members.
Team development is a structured process of taking a group of people (employees, students,
volunteers, committee members, etc.), teaching them to appreciate the differences each brings
to the table, and learning to work toward a shared goal.
Team development refers to the process of improving the effectiveness and cohesiveness of a
group of individuals working together towards a common goal. It involves enhancing teamwork,
communication, collaboration, and problem-solving skills within the team, ultimately leading to
improved performance and productivity.
Team development typically includes activities such as team building exercises, training
programs, leadership development, and fostering a positive team culture. The aim is to create a
strong, supportive, and high-performing team that can overcome challenges and achieve
success together.
Before getting too deep into the stages of team development, it’s important to talk about why
team development matters.
Put simply, team development is the process of teams coming together, organizing, and growing
into teams that can work with each other to achieve common goals. But why does it matter?
Team development plays an important role in the workplace in numerous ways. Teams that
have developed into cohesive groups perform better in nearly all aspects—including efficiency,
innovation, retention, satisfaction, and more. If you want your team(s) performing at the best of
their abilities, you want to make sure they are properly developed.
On top of that, team development can also play a big role in the overall culture of the workplace.
People work better when they enjoy their work culture, and people enjoy work more when they
have teams they like working with. It’s very simple, but it can be surprising how big of an impact
happy employees can have on your organization.
It’s also worth noting that team development isn’t a once and done sort of thing. Just
how professional development is something that should be on going, so should team
development. Teams can stagnate, and your developments can end up regressing if you don’t
stay on top of things. Team development should be continuous, and it can keep your teams
growing and moving forward.
SELF-CHECK: TRUE OR FALSE
Direction: On the space before each item, write TRUE if the statement is correct and FALSE if
not.
_____1. Team development describes the process of building and strengthening a team by
improving how team members work together.
_____2. In team development, the journey always ends.
_____3. Team development involves enhancing teamwork, communication, collaboration,
and problem-solving skills within the team, ultimately leading to improved performance and
productivity.
_____4. The aim of team development is to create a strong, supportive, and high-performing
team that can overcome challenges and achieve success together.
_____5. Team development is the process of teams coming together, organizing, and
growing into teams that can work with each other to achieve common goals.
_____6. Team development cannot play a big role in the overall culture of the workplace.
_____7. Teams that have developed into cohesive groups perform better in nearly all
aspects—including efficiency, innovation, retention, satisfaction, and more.
_____8. People work better when they did not enjoy their work culture, and people enjoy
work more when they have teams they do not like working with.
_____9. Teams can stagnate, and your developments can end up regressing if you don’t
stay on top of things.
_____10. Team development should be continuous, and it can keep your teams growing and
moving forward.

ANSWER KEY:
1. TRUE
2. FALSE
3. TRUE
4. TRUE
5. TRUE
6. FALSE
7. TRUE
8. FALSE
9. TRUE
10. TRUE
REFERENCES
HOBER, L. (2023 “WHAT IS TEAM DEVELOPMENT” onlineretrievefrom
https://www.teamazing.com/what-is-team-development/ January 23, 2024)
JUNEJA, P. (2015 “Team Development - Meaning, Stages and Forming an Effective Team”
onlineretrievefrom https://www.managementstudyguide.com/team-development.htm January 23,
2024)
LOLITCH P. (2022 “5 Stages of Team Development” onlineretrievefrom
https://thethrivingsmallbusiness.com/what-is-teambuilding/ January 23, 2024)
WEGNER A. (2024 “Why Language Learning Is the Key to Successful Team Development”
onlineretrievefrom https://www.babbelforbusiness.com/us/blog/setting-team-development-goals/
January 23, 2024)
WEBBER A. (2023 “Team Bonding’s Guide to the Five Stages of Team Development”
onlineretrievefrom https://www.teambonding.com/stages-of-team-development/ January 23,
2024)
Module Title: Working in a Team Environment
Code: 400311211
This module includes the following Learning Guides:
LGO1: Describe team role and scope.
LGO2: Identify one’s role and responsibility within team.
LGO3: Work as a team member.

INSTRUCTION SHEET LG02: Identify one’s role and

responsibility within a team

1. Read the information written in the information-sheets respectively.

2. Accomplish all self-checks respectively.
3. If you earned a satisfactory evaluation from the –self-check, proceed.

This learning guide is developed to provide necessary information regarding the following
content coverage and topics:

INFORMATION SHEET LG02: Identify one’s role and

responsibility within a team

2.4. SOURCE OF INFORMATION

Information sources refer to the origins or channels from which individuals obtain data, facts,
knowledge, or insights. These sources can be diverse and encompass various mediums and
formats. Information sources are critical in shaping our understanding of the world, contributing
to the foundation of knowledge and decision-making processes. Traditionally, sources of
information include books, journals, newspapers, and other print media. However, with the
advent of the digital age, information sources have expanded to include online platforms,
databases, social media, audiovisual content, and more.
The reliability and credibility of information often depend on the nature of its source. Academic
and peer-reviewed journals, for example, are generally considered more reliable in scholarly
contexts, while information from social media may require careful verification due to varying
degrees of accuracy. Unpublished sources, such as personal communications or internal
reports, also contribute to the pool of information available.
Understanding information sources is crucial for individuals to navigate the vast sea of data and
make informed judgments. Critical evaluation of sources’ credibility, bias, and relevance is
essential in ensuring that the information obtained is trustworthy. As the information landscape
evolves, it is important to stay mindful of the diverse sources and their implications for the
accuracy and reliability of the information we encounter and use.
In a general way it is possible to call “sources of information” to all those resources that serve to
meet the informative needs of any person, even if they were not created for this purpose. From
the information theory there are also defined as any source of information that can be
susceptible of being represented by an analog and / or digital signal.

In the sources you can find information and important data accumulated throughout the history
appropriate to an investigation. As is to be expected, the results of our research will also be
integrated into these and will be part of the scientific tradition necessary for future research.

The sources of information can be classified taking into account different criteria, although they
all have points in common. Among the most used classifications there is one related to the level
of information that they contribute:

1. a) Primary sources: are those that contain new and original information obtained as a
result of scientific research, among which are: monographs, serials, official documents of
public institutions, technical reports, patents, standards, doctoral thesis, minutes of
congresses, among others.
2. b) Secondary sources: are those that contain organized and elaborated information,
product of the analysis, synthesis and reorganization of primary sources, among which
are: dictionaries, encyclopedias, anthologies, directories, yearbooks, bibliographies,
catalogs, summaries bulletins, citation indexes or impact indexes, reference works,
among others.
3. c) Tertiary sources: are those secondary sources that have been combined with
others, among which are: bibliographies of bibliographies or repertoires. Sources can
also be classified according to the information they contain: general and specialized
sources; or according to its geographical aspect: national or international.

On the other hand, due to the possibilities and facilities provided by ICT, the amount of
information generated each day is greater, especially due to the prominence gained by users
with the development of web 2.0, the increase in the number of digital journals, electronic
books, blogs, online encyclopedias, among others.

All this, regardless of the type of source we need for our research, makes it more difficult to find
relevant information to our research, so it is necessary to take into account a series of criteria
for evaluating the information. A useful checklist, in form of questions, is shown below:

Present
How recent is the information?

Is it current enough for the topic?

Reliability
What kind of information is included in the resource?

Is the content of the resource primarily opinion? Is it balanced?

Does the creator provide references or data sources or citations?

Authority
Who is the creator or author?

Which are the credentials?

Who is the publisher or the sponsor?

Are they respectable / known?

What is the publisher’s interest (if any) in this information?

Are there ads / commercials on the website where the information is hosted?

Purpose / viewpoint
Is it a fact or opinion?

Is it partial?

Is the creator / author trying to sell you something?

In particular, assessing the credibility and usefulness of the information hosted on Web sites is a
challenge, because Web sites are created in different ways and pursue very varied objectives.
In addition to the previously mentioned elements for any source, the domain where it is housed
can give some indications, for example: .edu and. gob are domains of public entities and the
government respectively. Similarly, advertising may indicate that the information may be less
reliable.

Personal web pages, social networks, blogs, etc., could be helpful in determining what people
say about a topic and what discussions occur. Therefore, one must be very careful when
incorporating these sources directly into an academic document.

In summary, the exponential growth of information, marked by the development of ICT, makes it
more difficult every day to find relevant and appropriate information for our research. This
demonstrates the need to develop the competences related to the handling of information, and
in particular those of selection and evaluation. Researchers need to be equipped with a set of
criteria and indications that, in an efficient way, could quickly select the most appropriate
information for their investigation.
SELF CHECK: RIGHT OR WRONG
Directions: On the space provided before the number, put () if the statement is correct, and
put (×) if not.
_____1. Information sources refer to the origins or channels from which individuals obtain data,
facts, knowledge, or insights.
_____2. Information from social media may not require careful verification due to varying
degrees of accuracy.
_____3. Understanding information sources is crucial for individuals to navigate the vast sea of
data and make informed judgments.
_____4. Secondary sources are those that contain new and original information obtained as a
result of scientific research.
_____5. The dictionaries, encyclopedias, anthologies, directories, yearbooks, bibliographies,
catalogs, summaries bulletins, citation indexes or impact indexes, reference works, are
examples of primary sources.
_____6. Information sources are critical in shaping our understanding of the world, contributing
to the foundation of knowledge and decision-making processes.
_____7. Tertiary sources are those secondary sources that have been combined with others,
among which are: bibliographies of bibliographies or repertoires
_____8. Critical evaluation of sources’ credibility, bias, and relevance is essential in ensuring
that the information obtained is trustworthy.
_____9. Researchers need to be equipped with a set of criteria and indications that, in an
efficient way, could quickly select the most appropriate information for their investigation.

_____10. Monographs, serials, official documents of public institutions, technical reports,

patents, standards, doctoral thesis, minutes of congresses are examples of Primary sources.

ANSWER KEY:
1. 
2. ×
3. 
4. ×
5. ×
6. 
7. 
8. 
9. 
10. 
REFERENCES:
ASHIKUZZAMAN MD. (2018 “ICT AND INFORMATION Sources of Information”
onlineretrievefrom https://www.lisedunetwork.com/sources-of-information/ January 23, 2024)
MARTINEZ R. (2018 “
The sources of information and its evaluation” onlineretrievefrom
https://www.grupocomunicar.com/wp/school-of-authors/the-sources-of-information-and-its-
evaluation/ January 23, 2024)
Module Title: Working in a Team Environment
Code: 400311211
This module includes the following Learning Guides:
LGO1: Describe team role and scope.
LGO2: Identify one’s role and responsibility within team.
LGO3: Work as a team member.

INSTRUCTION SHEET LG03: Work as a team member

4. Read the information written in the information-sheets respectively.

5. Accomplish all self-checks respectively.
6. If you earned a satisfactory evaluation from the –self-check, proceed.

This learning guide is developed to provide necessary information regarding the following
content coverage and topics:

INFORMATION SHEET LG03: Work as a team member

3.1. COMMUNICATION PROCESS

The communication is a dynamic process that begins with the conceptualizing of ideas by the
sender who then transmits the message through a channel to the receiver, who in turn gives the
feedback in the form of some message or signal within the given time frame. Thus, there are
Seven major elements of communication process:
1. Sender: The sender or the communicator is the person who initiates the conversation and has
conceptualized the idea that he intends to convey it to others.
2. Encoding: The sender begins with the encoding process wherein he uses certain words or non-
verbal methods such as symbols, signs, body gestures, etc. to translate the information into a
message. The sender’s knowledge, skills, perception, background, competencies, etc. has a
great impact on the success of the message.
3. Message: Once the encoding is finished, the sender gets the message that he intends to
convey. The message can be written, oral, symbolic or non-verbal such as body gestures,
silence, sighs, sounds, etc. or any other signal that triggers the response of a receiver.
4. Communication Channel: The Sender chooses the medium through which he wants to convey
his message to the recipient. It must be selected carefully in order to make the message
effective and correctly interpreted by the recipient. The choice of medium depends on the
interpersonal relationships between the sender and the receiver and also on the urgency of the
message being sent. Oral, virtual, written, sound, gesture, etc. are some of the commonly used
communication mediums.
5. Receiver: The receiver is the person for whom the message is intended or targeted. He tries to
comprehend it in the best possible manner such that the communication objective is attained.
The degree to which the receiver decodes the message depends on his knowledge of the
subject matter, experience, trust and relationship with the sender.
6. Decoding: Here, the receiver interprets the sender’s message and tries to understand it in the
best possible manner. An effective communication occurs only if the receiver understands the
message in exactly the same way as it was intended by the sender.
7. Feedback: The Feedback is the final step of the process that ensures the receiver has received
the message and interpreted it correctly as it was intended by the sender. It increases the
effectiveness of the communication as it permits the sender to know the efficacy of his
message. The response of the receiver can be verbal or non-verbal.
Note: The Noise shows the barriers in communications. There are chances when the message
sent by the sender is not received by the recipient.
SELF CHECK: MULTIPLE CHOICE
Directions: Choose the correct answer.
1. Communication is when the sender speaks and the _____ accurately decodes its
meaning.
a. Sender b. Message c. Receiver d. Feedback
2. What element of communication process refers when the receiver has received the
message and interpreted it correctly as it was intended by the sender?
a. Feedback b. Message c. Channel d. Decoding
3. _______ is anything that interrupts or interferes with the delivery of intended
communication?
a. Message b. Noise c. Channel d. Feedback
4. The person who initiates the conversation.
a. Sender b. Receiver c. Messenger d. Barrier
5. This procedure is where the sender begins, using specific words or nonverbal cues.
a. Encoding b. Decoding c. Message d. Feedback
6. The Sender selects the medium by which he wishes to reach the recipient with his
message.
a. Message b. Receiver c. Feedback b. Channel
7. This process can be written, oral, symbolic or non-verbal and also the most vital element
in communication.
a. Sender b. Receiver c. Message d. Feedback
8. When the message sent by the sender is not received by the recipient.
a. Message b. Decode c. Feedback d. Noise
9. The message is interpreted by the recipient, who makes every effort to comprehend it as
accurately as possible.
a. Encoding b. Decoding c. Noise d. Message
10. The individual to whom the communication is directed or intended.
a. Sender b. Receiver c. Encoding d. Decoding

ANSWER KEY
1. C
2. A
3. B
4. A
5. A
6. D
7. C
8. D
9. B
10. A
REFERENCES:

BUSINESS JARGONS (2024 “Communication Process” onlineretrievefrom

https://businessjargons.com/communication-process.html January 24, 2024)

PREPARED BY:

Name Educational Area Of Email Address

Background Specialization
Reyes, John Louie R. BCAED Performing Arts, reyesjohnlouie992@gmail.com
NC II Contact
Center Service