GREAT COLLEGE

BASIC CLERICAL WORKS

LEVEL- I
Learning Guide #11
WORK WITH OTHERS
LG Code: EIS BCW1 M11 LO1-LO5

TTLM Code: EIS BCW1 M11 TTLM 0119V1

LEARNING OUTCOMES:

LO1:- Develop effective workplace relationship

LO2:- Contribute to work group activities

June, 2019

Occupational Standard: Basic Clerical Works Level I

Unit Title Work with Others

Unit Code EIS BCW1 11 0812

Unit Descriptor This unit covers the knowledge, skills, and attitudes required to develop workplace
relationship and contribute in workplace activities.

Element Performance Criteria

1. Develop effective 1.1 Duties and responsibilities are done in a positive manner to promote
workplace cooperation and good relationship
relationship 1.2 Assistance is sought from workgroup when difficulties arise and addressed
through discussions
1.3 Feedback on performance provided by others in the team is encouraged,
acknowledged and acted upon
1.4 Differences in personal values and beliefs are respected and acknowledged in the
development
2. Contribute to 2.1 Support is provided to team members to ensure workgroup goals are met
work group 2.2 Constructive contributions to workgroup goals and tasks are made according to
activities organizational requirements
2.3 Information relevant to work are shared with team members to ensure designated
goals are met
Variable Range
Duties and May include but not limited to:
responsibilities  Job description and employment arrangements
 Organization’s policy relevant to work role
 Organizational structures
 Supervision and accountability requirements including OHS
 Code of conduct
Work group May include but not limited to:
 Supervisor or manager
 Peers/work colleagues
 Other members of the organization
Feedback on May include but not limited to:
performance  Formal/Informal performance appraisal
 Obtaining feedback from supervisors and colleagues and clients
 Personal, reflective behavior strategies
 Routine organizational methods for monitoring service delivery
Providing support to May include but not limited to:
team members  Explaining/clarifying
 Helping colleagues
 Providing encouragement
 Providing feedback to another team member
 Undertaking extra tasks if necessary
Organizational May include but not limited to:
requirements  Goals, objectives, plans, system and processes
 Legal and organization policy/guidelines
 OHS policies, procedures and programs
 Ethical standards
 Defined resources parameters
 Quality and continuous improvement processes and standards
Evidence Guide
Critical aspects of Demonstrates skills and knowledge in:
Competence  Provided support to team members to ensure goals are met
  Acted on feedback from clients and colleagues
 Accessed learning opportunities to extend own personal work competencies to
enhance team goals and outcomes
Underpinning Demonstrates knowledge of:
Knowledge and  relevant legislation that affects operations, especially with regards to safety
Attitudes  reasons why cooperation and good relationships are important
 knowledge of the organization’s policies, plans and procedures
 understanding how to elicit and interpret feedback
 knowledge of workgroup member’s responsibilities and duties
 importance of demonstrating respect and empathy in dealings with colleagues
 understanding of how to identify and prioritize personal development opportunities
and options
Underpinning Skills Demonstrates skills to:
 read and understand the organization’s policies and work procedures
 write simple instructions for particular routine tasks
 interpret information gained from correspondence
 request advice, receive feedback and work with a team
 organize work priorities and arrangement
 select and use technology appropriate to a task
 relate to people from a range of social, cultural and ethnic backgrounds
Resource Access is required to real or appropriately simulated situations, including work areas,
Implications materials and equipment, and to information on workplace practices and OHS
practices.
Methods of Competence may be assessed through:
Assessment  Interview / Written Test
 Observation / Demonstration with Oral Questioning
Context of Competence may be assessed in the work place or in a simulated work place setting.
Assessment

Introduction LO1: Developing Effective Workplace Relations

This learning guide was developed to provide the learners with the knowledge, skills and right attitudes required
to:
 Develop effective workplace relationship
  Contribute to work group activities
This guide will also assist you to attain the learning outcome stated in the cover page. Specifically, upon completion of
this Learning Guide, you will be able to –
 Have an effective workplace relationship
 Contribute to work group activities
Learning Activities
1. Read the specific objectives of this Learning Guide.
2. Read the information written in the “Information Sheets 1” in page 3.
3. Accomplish the “Self-check 1” in page12.
4. Submit your accomplished Self-check. This will form part of your training portfolio.
5. Read the information written in the “Information Sheets 2” in page 14.
6. Accomplish the “Self-check 2” in page 19.
7. Submit your accomplished Self-check. This will form part of your training portfolio.
*Your teacher will evaluate your output either satisfactory or unsatisfactory. If unsatisfactory, your teacher shall advice
you on additional work. But if satisfactory you can proceed to the next topic.

Information Sheet – 1 Effective Workplace Relationship

Introduction:

Wherever people work together, groups will be formed. People will belong to one or more group, with each group having
a different goal and purpose. These groups may be formal or informal. Formal groups are created to complete defined
tasks, whilst informal groups are created voluntarily and are made up of individuals with common interests or roles.
Informal groups are not usually recognized by the organization but they can have significant impact upon the work of
others and can therefore, be a useful resource when considering learning opportunities for a student.

What is a workplace?

A workplace is a location or building where people perform physical or mental work in order to earn a living. It is usually
a location outside one's home or place of residence.
The term "workplace" is also used to describe the work environment in general especially as it relates to the rights and
responsibilities of employees and employers.

Workplace Relationships

In the workplace, everyone interacts with each other. This is how society organizes itself and communicates together at
work. These relationships are valuable for the opportunities they create to improve performance of individuals, as well as
benefiting them, by creating a more useful and interesting place to work.

Each person in the team has a responsibility and a vested interest in making these relationships work, for their mutual
benefit.

In practice, 'responsibility' is all about doing your bit (and maybe a little more) to oil the wheels of the relationships you
have with all of your colleagues, at whatever level of hierarchy they might be, such that everyone is a winner.

There are five critical activities that anyone creating a workplace relationship needs to be aware of - and be prepared to
put into practice.
1. Show Commitment

By being onside and decided to make the difference, whatever the history, you are starting a process to build relationships,
even if it means you have to rethink your position as well a bit.

2. Be Interested in Others

You'll build relationships faster if you dump talking all about yourself and make sure you ask questions that will help you
get to know people better. Yet, this isn't actually the point. It's that you are showing that you are interested that counts.

3. Create Trust

Following through with what you say you will do; being as open and honest as possible; giving and accepting feedback, as
well as showing confidentiality and discretion, are all tiny and still vital tactics to adopt when building new and
maintaining existing relationships.
4. Smile like you mean it

Greet people when you cross paths in the halls. Make small talk in the elevator and the kitchen. Offer advice--or at least
sympathy--when the printer jams. Small gestures like this seem inconsequential, but go a long way toward establishing
you as a friendly, approachable person, which makes your coworkers much more likely to extend friendship to you in
return.

5. Make lunch time social time.

If your department has a scheduled lunch break, tag along with a group, or ask one of your office neighbors to a
restaurant you enjoy.

6. Know your limits.

Those without strong social butterfly inclinations should not feel left out of the fun. Spend your break time in the office
social hub--the break room or the coffee shop across the street--and have a chat with whomever comes in. Pop into other
people's cubicles on your walk to the supply closet, just to say hello. You certainly don't have to throw parties to make a
few friends on the job.
Group Work Activities
Group Work Activities and enabling strategies
 Group Tasks or Assignments
 Discussion
 Role play
 Problem Based Learning
Description of Group Work Activities

Group work is a form of cooperative learning which aims to develop student’s knowledge, generic skills, (e.g.
communication skills, collaborative skills, critical thinking skills) and attitudes. The ability to participate effectively in
group work or team work is seen as a desirable employability skill and should be considered to be part of every learner’s
educational experience.

Group work can be a means for acknowledging and utilizing an individual learner’s additional strengths and expertise.
Skills required for Group Work:
 Teamwork  Negotiation
 Communication  Delegation
 Problem solving  Co-operation
 Time management  Leadership
A. Job Description?

A job description is a list that a person might use for general tasks, or functions, and responsibilities of a position. It may
often include to whom the position reports, specifications such as the qualifications or skills needed by the person in the
job, or a salary range.

1. Creating a job description

A job description is usually developed by conducting a job analysis, which includes examining the tasks and sequences of
tasks necessary to perform the job. The analysis considers the areas of knowledge and skills needed for the job. A job
usually includes several roles.

a. Roles and responsibilities

A job description may include relationships with other people in the organization: Supervisory level, managerial
requirements, and relationships with other colleagues.

b. Goals

A job description need not be limited to explaining the current situation, or work that is currently expected; it may also set
out goals for what might be achieved in future.

c. What is code of conduct?

A code of conduct is a set of rules or a protocol that explains how people should conduct themselves. A code of conduct
often consists of things to do in certain situations and requires certain behaviors.

A code of conduct can also act as a way of presenting an organization's or company's philosophy or ethical approach to
the world; for example, an objective or obligation that the organization pursues in its activities.
What's Included

 A code of conduct can include any responsibilities or practices that the organization feels necessary for its
mission.

B. Organizational structure

An organizational structure consists of activities such as task allocation, coordination and supervision, which are
directed towards the achievement of organizational aims.

It can also be considered as the viewing glass or perspective through which individuals see their organization and its
environment.
Many organizations have hierarchical structures, but not all Organizations are a variant of clustered entities.

An organization can be structured in many different ways, depending on their objectives. The structure of an organization
will determine the modes in which it operates and performs.

Organizational structure allows the expressed allocation of responsibilities for different functions and processes to
different entities such as the branch, department, workgroup and individual.

1. Organizational requirements
Basic Definition
Basically, an organization is a person or group of people intentionally organized to accomplish an overall, common goal
or set of goals. Business organizations can range in size from one person to tens of thousands.
Vision statements, Mission statements and values of an organization

Vision: Defines the desired or intended future state of an organization or enterprise in terms of its fundamental objective
and/or strategic direction. Vision is a long-term view, sometimes describing how the organization would like the world to
be in which it operates.

Mission: Defines the fundamental purpose of an organization or an enterprise, succinctly describing why it exists and
what it does to achieve its Vision.

It is sometimes used to set out a "picture" of the organization in the future. A mission statement provides details of what is
done and answers the question: "What do we do?"

Values: Beliefs that are shared among the stakeholders of an organization. Values drive an organization's culture and
priorities and provide a framework in which decisions are made. For example, "Knowledge and skills are the keys to
success" or "give a man bread and feed him for a day, but teach him to farm and feed him for life". These example values
may set the priorities of self sufficiency over shelter.

Strategy: Strategy, narrowly defined, means "the art of the general" (from Greek stratigos). A combination of the ends
(goals) for which the firm is striving and the means (policies) by which it is seeking to get there.

Organizations sometimes summarize goals and objectives into a mission statement and/or a vision statement. Others
begin with a vision and mission and use them to formulate goals and objectives.

 A Mission statement tells you the fundamental purpose of the organization. It defines the customer and the
critical processes. It informs you of the desired level of performance.

 A Vision statement outlines what the organization wants to be, or how it wants the world in which it operates to
be. It concentrates on the future. It is a source of inspiration. It provides clear decision-making criteria.

C. Process Flow

Three steps can vary in the creation of your organizational plan in Simple Maintenance:

a. Creating the Organizational Structure

 An organizational plan will be described by organizational units which exist in a company. These organizational
units are linked in a hierarchical structure which mirrors the reporting paths of the company. You can, however,
create organizational units which exist apart from a structure.

To start a new plan, you must begin by creating a root organizational unit. A root organizational unit is the highest
level unit in an organizational structure, for example, Board of Directors. The root organizational unit is the
starting point of the organizational structure.

b. Creating a staff assignment

A staff assignment is created for each organizational unit. Positions are created which are allocated to
organizational units. A position is based on a job which describes it, this is an advantage of the organizational
model which contains your organizational plan. This means that a position inherits the description of the task.
This lowers your administrative costs. You only have to describe the position using tasks which are not inherited.

A job is a business segment which is defined by task and requirement. Jobs (secretary or programmer, for
example) will only appear once in a company. You can create jobs when they are necessary for your
organizational structure but do not yet exist in your job index. If you create a position first, the jobs which you
have assigned to the position will be displayed. Simple Maintenance lets you create several jobs at once.

Holders are then assigned to positions. You use this feature to determine which person (employee) or R/3 user
occupies a position. By assigning a position, R/3 users in Workflow can, directly or indirectly - by their
relationship with employees - be determined as agents of work items. In Simple Maintenance you can identify
positions as chief positions of an organizational unit.

c. Creating a task profile

Once you have created your organizational structure and staff assignments, you can create and edit task profiles
using Simple Maintenance. Using the task profile you can determine which tasks are specific to organizational
units, jobs and positions. The specific assignment of tasks is important when determining agents using SAP
Business Workflow as possible agents are determined when you assign tasks.

You can describe tasks in as much or as little detail as you want and include them in your task catalog. In this way
the traditional job descriptions can be replaced at little cost. It is recommended that tasks are assigned to jobs.
Tasks should only be assigned to positions if they are specific to those positions. Tasks assigned to jobs are
automatically passed on to the assigned positions.

By assigning tasks to organizational units, jobs and positions you determine an abstract responsibility for that
task. Thus, positions are given to potential planned employees and not to actual people.

This ensures that important information is not lost when, for example, an employee leaves the company. You can
call up this information from the system at any time.

D. Result

With the help of organizational units, jobs, positions and tasks, you can fit your current organizational structures and
reporting hierarchy as well as the task profile of your company into a plan (plan version) quickly and easily.
At a later date you may want to decentralize one or more organizational unit, that is to say you may want each of the
relevant modeling tasks to be carried out by different departments.

To carry out organizational modeling on a decentralized level, copy the section of your organizational plan to be
reorganized and save it as an individual plan. You can work on this plan without affecting the active (real) plan.

Using this model plan, you can consider new tasks for the company. The organizational structure may have to be
expanded by adding new organizational units or modified by movement. It can be necessary to create new positions which
include planned new employees. Positions which are not occupied will be marked as vacant.

If the model plan does match your company’s requirements, you can transfer it into your current plan using plan version
reconciliation.

E. Feedback

Feedback is any information that individuals receive about their behavior. Feedback can be information related to the
productivity of groups in an organization, or the performance of a particular individual.

To be effective, communication must allow opportunities for feed-back. Feedback can take several forms, each with a
different intent.

Forms of Feedback:

1. Descriptive feedback. Feedback that identifies or describes how a person communicates. For instance, Manager A
asks Manager B to comment on her behavior at a staff meeting. B indicates that A was specific, clear, and
instructive on introducing the staff to the computer database for managing patient accounts. B provides a
descriptive feedback of A’s behavior at the staff meeting.
2. Evaluative feedback. Feedback that provides an assessment of the person who communicates. In the above case, if
Manager B evaluates Manager A’s behavior and concludes that she is instructive and helpful, and that causes the
staff to feel comfortable when going to A for help or asking questions, then B has provided positive evaluative
feedback of A’s interaction with the staff.
3. Prescriptive feedback. Feedback that provides advice about how one should behave or communicate. For
example, Manager A asks Manager B how she could have made changes to better communicate her message to
her staff. B suggests for A to be friendlier and more cooperative by giving the staff specific times that A is
available for help with the new computer database. This type of advice is prescriptive feedback.

Levels of Feedback:

1. Task or procedural feedback. Feedback at this level involves issues of effectiveness and appropriateness. Specific
issues that relate to task feedback include the quantity or quality of a group’s output. For instance, are patients
satisfied with the new outpatient clinic? Did the group complete the project on time? Procedural feedback refers
to whether a correct procedure was used appropriately at the time by the group.
2. Relational feedback. Feedback that provides information about interpersonal dynamics within a group. This level
of feedback emphasizes how a group gets along while working together. It is effective when it is combined with
the descriptive and prescriptive forms of feedback.
3. Individual feedback. Feedback that focuses on a particular individual in a group. For example, is an individual in
the group knowledgeable? Does he or she have the skills helpful to this group? What attitudes does he or she have
toward the group as they work together to accomplish their tasks? Is the individual able to plan and organize
within a schedule that contributes to the group’s goal attainment?
 4. Group feedback. Feedback that focuses on how well the group is per-forming. Like the questions raised at the
individual feedback level, similar questions are asked for the group. Do team members within the group have
adequate knowledge to complete a task? Have they developed a communication network to facilitate their
objectives?

Characteristics of Effective Feedback:

 Descriptive (not evaluative)(avoids defensiveness.) By describing one's own reactions, it leaves the individual fee
to use it or not to use it as he sees fit.
 avoid accusations; present data if necessary
 describe your own reactions or feelings; describe objective consequences that have or will occur; focus on
behavior and your own reaction, not on other individual or his or her attributes
 suggest more acceptable alternative; be prepared to discuss additional alternatives; focus on alternatives
 Specific rather than general.
 Focused on behavior not the person. It is important that we refer to what a person does rather than to what we
think he is. Thus we might say that a person "talked more than anyone else in this meeting" rather than that he is a
"loud-mouth."
 It takes into account the needs of both the receiver and giver of feedback. It should be given to help, not to hurt.
We too often give feedback because it makes us feel better or gives us a psychological advantage.
 It is directed toward behavior which the receiver can do something about. A person gets frustrated when reminded
of some shortcoming over which he has no control.
 It is solicited rather than imposed. Feedback is most useful when the receiver himself has formulated the kind of
question which those observing him can answer or when he actively seeks feedback.
 Feedback is useful when well-timed (soon after the behavior-depending, of course, on the person's readiness to
hear it, support available from others, and so forth). Excellent feedback presented at an inappropriate time may do
more harm than good.
 Sharing of information, rather than giving advice allows a person to decide for himself, in accordance with his
own goals and needs. When we give advice we tell him what to do, and to some degree take away his freedom to
do decide for himself.
 It involves the amount of information the receiver can use rather than the amount we would like to give. To
overload a person with feedback is to reduce the possibility

F. Code of Conduct

The code of conduct defines the right way of dealing with coworkers including the right attitude and behavior.

1. Responsibility - our duty to take ownership for the decisions we make or fail to make, the actions we take or fail
to take, and the consequences that result.
2. Respect - our duty to show a high regard for ourselves, others, and the resources entrusted to us. Resources
entrusted to us may include people, money, reputation, the safety of others, and natural or environmental
resources.
3. Fairness - our duty to make decisions and act impartially and objectively. Our conduct must be free from
competing self interest, prejudice, and favoritism.
4. Honesty - our duty to understand the truth and act in a truthful manner both in our communications and in our
conduct.
Note: Satisfactory rating – 10 points above / Unsatisfactory - below 10 points
You can ask you teacher for the copy of the correct answers

Information Sheet – 2 Contribute to Work Group Activities

I. Ethical standards
Definition

Principles, which when followed, promote values such as trust, good behavior, fairness, and/or kindness. There is not one
consistent set of standards that all companies follow, but each company has the right to develop the standards that are
meaningful for their organization.

Ethical standards are not always easily enforceable, as they are frequently vaguely defined and somewhat open to
interpretation ("Men and women should be treated equally, " or "Treat the customer with respect and kindness."). Others
can be more specific, such as "Do not share the customer's private information with anyone outside of the company."

What is work ethic?

Work ethic is a set of values based on hard work and diligence. It is also a belief in the moral benefit of work and its
ability to enhance character. A work ethic may include being reliable, having initiative or maintaining social skills.
Work ethics include not only how one feels about their job, career or vocation, but also how one does his/her job or
responsibilities.

Interpersonal Skills

Learning Goal: To examine the role of interpersonal skills as an aspect of work ethic, to better appreciate its importance
in the workplace, and to develop strategies for improving interpersonal skills.

Interpersonal skills include the habits, attitudes, manners, appearance, and behaviors we use around other people which
affect how we get along with other people. We sometimes do not understand how important interpersonal skills really are.
It's easy to laugh and make jokes about people who obviously lack interpersonal skills, but sometimes we need to examine
our own impressions on others to better prepare for success in life as well as for a productive career.

Initiative

To understand initiative as a part of work ethic, to evaluate one's own initiative, and to learn to use initiative in
appropriate and productive ways.

Initiative is a very important characteristic for information age workers. Direct supervision is often not a feature of the
modern workplace. Without initiative, procrastination and missed opportunities can become a real problem. Sometimes
poor performance results and leads to loss of a job, without any second chances.
Contributing to Change Processes:
Accepting Change in the Workplace involves:
 Identifying and accepting the implications of change.
 Acting on agreed changes to improve work outcomes.

II. Providing Support to Team Members:

A team is a group of persons working together, united by a common purpose.

WHAT MAKES A TEAM A TEAM?

Aims: Any team shares common goals and aims. A team must have a purpose for existing, whether it's for
recreation or work purposes. The existence of aims are important because it is these that will pull the group
together.

Identity: All teams take on an identity. Your team identity makes you different and separate from the rest of
the world.
Membership: For a team to be a team it must have at least two members. They must meet together and have the
same aims.
Structures: All groups have at least a minimum of structure (organization). The whole team is made up of the
essential parts of the group. Generally speaking, the larger the group, the more complex its structure will be.

THE ADVANTAGES AND DISADVANTAGES OF TEAM-WORK

The Advantages:
 Can achieve better results - as responsibilities are shared out.
 Better allocation of tasks.
 Be more flexible.
 Take risks - as a group may be more prepared to try out ideas and explore areas that as an individual we
may avoid.
 Shared ideas - within a team we have the ideal environment for "brainstorming".
 Problem solving.
 Motivation and encouragement - we can help each other to get the best from ourselves.
 Moral and spiritual support.
 Conflict resolution.
 Growth in skills and confidence - we help each other to recognize skills so that all of us can be used
more effectively.
 Balance of strengths and weaknesses.
 Sharing stress.
 Time management.
 Encourages commitment to a common goal and purpose.
 Talking things through'.
 Decision making as a group- more committed to decisions.
 Evaluation of past work.
 Fun / fellowship.

The Disadvantages:
 Conflict - people do not always get along with each other!
 Personality clashes.
 Lack of coordination - can lead to unclear roles for team members.
  Inhibition - the quieter members stay quiet.
 Domination - one strong person can take over the whole show.
 Competition - destroys the elements of cooperation and unity.
 May stifle individual creativity - people may be afraid to put forward their ideas in case they get laughed
down.
 Individualism.
 Decision making can take longer; sometimes can't come to an united decision.
 Sometimes tasks take longer

STAGES IN TEAM DEVELOPMENT

All teams grow, develop, change and eventually die. They have a life of their own and consequently their own
life cycle. When a group of people start working together as a team they can be observed working through four
distinct stages.

Forming
The group gets together for the first time. At this stage they are no more than a collection of individuals coming
together for a purpose. The group will discuss what their aims are. They are normally very dependent on their
leader at this point. A good leader will not allow them to stay at this stage.

Storming
This is a normal stage but many people get worried by it. Members begin to press their own point of view
irrespective of others in the team. It may be characterized by a leadership crisis. One of the big dangers is that
those who are strong can begin to assert themselves. Arguments and differences of opinions can arise. The
storming stage is important for the team development as it tests the loyalty of the members to its aims. To
become mature, a team must be able to resolve the conflicts within its ranks.

Norming
Now the group moves on to establish itself with its own set of values, known as norms. These are the practices
by which it works and makes decisions. The identity of the group becomes established. It is at this stage that
important issues such as the style of leadership and methods of working are established. The main danger at
this point is that members will still try to do their own thing. A good team leader will be keeping his eye on this
and not allow individuality to take over.

Performing
Finally the group becomes far more cohesive and starts functioning as a team. The mature group undertakes
productive tasks. This stage will make up most of the life of the group. Each person should be doing his own
job but also be concerned with the tasks of all the others in the team. Team members trust each other and
increasingly share their feelings and are open to the views of others. There is a lot more humor, energy and
openness. Nothing is too much trouble; no challenge too difficult. People are having fun.

Some groups never reach this stage and collapse because they have failed to establish an identity, goals and a
structure.
ACHIEVING TEAM OBJECTIVES
Key points in achieving success:
1. They need to have something worthwhile to aim for.
2. Need to know what they have to achieve, what their goals are, and what their roles are.
3. They need time to develop as a unit.
4. Members support each other.
5. They review how they are doing.
6. They work out a suitable way of working.
7. They have fun.

Supporting the Team:

To support the team, one must:
 Be creative and come up with imaginative ideas. It is this element within a team that is essential if the
team is to work as a creative unit.
 Coordinate -This person will be aware of what needs to be done. He will be aware of the objectives of
the team, and will be working to ensure that these objectives are achieved. He will take the chair and
give structure to the group. This does not have to be the leader but without the coordinator’s skills the
team could go round in circles and make little forward progress.
 Be the practitioner. This is the person who can turn the ideas into practical plans, who can take creative
thinking and turn it into real, live radio.
 Worry about schedules, deadlines and what might go wrong. Although these people might cause
frustration with their obsession for detail, they do at least ensure that nothing is overlooked and jobs are
delivered on time.
 Promote unity among the group by being aware of how people are feeling. Such a person might resolve
conflicts within the team, encourage those who find work difficult, and help internal communication
within the group.
 Motivate others and so reinforce the team.
 Find out what's needed by using a range of contacts, often outside the group. These people are the "fix-
its" of the team, the source of much information and many ideas.
 Analyze situations and information from a variety of sources. Such a person may have an analytical
approach to problems and be able to ask questions of the team that will stimulate them to think in
evaluating their progress. The great strength of such people is that they stop the group committing
themselves to a wrong course of action.
 Take on the leadership role and give direction. This is crucial to the health of the group. They will look
for ways of pushing the group into making decisions, stop the talking and promoting action! In radio the
team leader is the producer
 1. Activities involve in accepting change in a workplace

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

 Workgroup activities

This guide will also assist you to attain the learning outcome stated in the cover page.
Specifically, upon completion of this Learning Guide, you will be able to –

 Provide support to team members to ensure workgroup goals are met.

 Make constructive contributions to workgroup goals and tasks according to organizational requirements.
 Share information relevant to work with team members to ensure designated goals are met.

Learning Activities
1. Read the specific objectives of this Learning Guide.
2. Read the information written in the “Information Sheets 1” in pages 3-4.
3. Accomplish the “Self-check” in page 5.
4. If you earned satisfactory, proceed to “Lap Test on page 6. However, if your rating is unsatisfactory, see your teacher
for further instructions or go back to Activity #1.
5. Do the “LAP test” (if you are ready) and show your output to your teacher. Your teacher will evaluate your
output either satisfactory or unsatisfactory. If unsatisfactory, your teacher shall advice you on additional
work.
*Your teacher will evaluate your output either satisfactory or unsatisfactory. If unsatisfactory, your teacher shall advice
you on additional work. But if satisfactory you can proceed to the next topic.
Information Sheet – 1 Workgroup Activities
Group Work Activities
Group Work Activities and enabling strategies

 Group Tasks or Assignments

 Discussion
 Role play
 Problem Based Learning
Description of Group Work Activities
Group work is a form of cooperative learning which aims to develop student’s knowledge, generic skills, (e.g.
communication skills, collaborative skills, critical thinking skills) and attitudes. The ability to participate effectively in
group work or team work is seen as a desirable employability skill and should be considered to be part of every learner’s
educational experience.

Group work can be a means for acknowledging and utilizing an individual learner’s additional strengths and
expertise.

Skills required for Group Work:

 Teamwork  Negotiation
 Communication  Delegation
 Problem solving  Co-operation
 Time management  Leadership
What is a job description?

A job description is a list that a person might use for general tasks, or functions, and responsibilities of a
position. It may often include to whom the position reports, specifications such as the qualifications or skills needed by
the person in the job, or a salary range.
Roles and responsibilities
A job description may include relationships with other people in the organization: Supervisory level, managerial
requirements, and relationships with other colleagues.
Goals
A job description need not be limited to explaining the current situation, or work that is currently expected; it may
also set out goals for what might be achieved in future.
Organizational requirements
Basically, an organization is a person or group of people intentionally organized to accomplish an overall,
common goal or set of goals. Business organizations can range in size from one person to tens of thousands.
Vision statements, Mission statements and values of an organization
Vision: Defines the desired or intended future state of an organization or enterprise in terms of its fundamental
objective and/or strategic direction. Vision is a long-term view, sometimes describing how the organization would like the
world to be in which it operates.
Mission: Defines the fundamental purpose of an organization or an enterprise, succinctly describing why it exists
and what it does to achieve its Vision.
It is sometimes used to set out a "picture" of the organization in the future. A mission statement provides details
of what is done and answers the question: "What do we do?"
Values: Beliefs that are shared among the stakeholders of an organization. Values drive an organization's culture
and priorities and provide a framework in which decisions are made. For example, "Knowledge and skills are the keys to
success" or "give a man bread and feed him for a day, but teach him to farm and feed him for life". These example values
may set the priorities of self sufficiency over shelter.
Strategy: Strategy, narrowly defined, means "the art of the general" (from Greek stratigos). A combination of the
ends (goals) for which the firm is striving and the means (policies) by which it is seeking to get there.
Self Check 1 Written Test
Instruction: Answer all the questions listed below, if you have some clarifications- feel free to ask your teacher.
Define the following
1. Group Work
2. Job Description
3. Vision
4. Mission
5. Values

Note: Satisfactory rating – 10 points above / Unsatisfactory - below 10 points

You can ask you teacher for the copy of the correct answers

Introduction LO2: Contribute to Workgroup Activities

This learning guide is developed to provide you the necessary information regarding the following content coverage and
topics –
  Workgroup activities
This guide will also assist you to attain the learning outcome stated in the cover page.
Specifically, upon completion of this Learning Guide, you will be able to –
 Provide support to team members to ensure workgroup goals are met.
 Make constructive contributions to workgroup goals and tasks according to organizational requirements.
 Share information relevant to work with team members to ensure designated goals are met.

Learning Activities
1. Read the specific objectives of this Learning Guide.
2. Read the information written in the “Information Sheets 1” in pages 3-4.
3. Accomplish the “Self-check” in page 5.
4. If you earned satisfactory, proceed to “Lap Test on page 6. However, if your rating is unsatisfactory, see your teacher
for further instructions or go back to Activity #1.
5. Do the “LAP test” (if you are ready) and show your output to your teacher. Your teacher will evaluate your
output either satisfactory or unsatisfactory. If unsatisfactory, your teacher shall advice you on additional
work.
*Your teacher will evaluate your output either satisfactory or unsatisfactory. If unsatisfactory, your teacher shall advice
you on additional work. But if satisfactory you can proceed to the next topic.

Information Sheet – 1 Workgroup Activities

Group Work Activities
Group Work Activities and enabling strategies
 Group Tasks or Assignments
 Discussion
 Role play
 Problem Based Learning
Description of Group Work Activities

Group work is a form of cooperative learning which aims to develop student’s knowledge, generic skills, (e.g.
communication skills, collaborative skills, critical thinking skills) and attitudes. The ability to participate effectively in
group work or team work is seen as a desirable employability skill and should be considered to be part of every learner’s
educational experience.
Group work can be a means for acknowledging and utilizing an individual learner’s additional strengths and expertise.

Skills required for Group Work:

 Teamwork  Negotiation
 Communication  Delegation
 Problem solving  Co-operation
 Time management  Leadership

What is a job description?

A job description is a list that a person might use for general tasks, or functions, and responsibilities of a
position. It may often include to whom the position reports, specifications such as the qualifications or skills needed by
the person in the job, or a salary range.
Roles and responsibilities

A job description may include relationships with other people in the organization: Supervisory level, managerial
requirements, and relationships with other colleagues.
Goals

A job description need not be limited to explaining the current situation, or work that is currently expected; it may
also set out goals for what might be achieved in future.
Organizational requirements
Basically, an organization is a person or group of people intentionally organized to accomplish an overall,
common goal or set of goals. Business organizations can range in size from one person to tens of thousands.
Vision statements, Mission statements and values of an organization

Vision: Defines the desired or intended future state of an organization or enterprise in terms of its fundamental
objective and/or strategic direction. Vision is a long-term view, sometimes describing how the organization would like the
world to be in which it operates.

Mission: Defines the fundamental purpose of an organization or an enterprise, succinctly describing why it exists
and what it does to achieve its Vision.

It is sometimes used to set out a "picture" of the organization in the future. A mission statement provides details
of what is done and answers the question: "What do we do?"

Values: Beliefs that are shared among the stakeholders of an organization. Values drive an organization's culture
and priorities and provide a framework in which decisions are made. For example, "Knowledge and skills are the keys to
success" or "give a man bread and feed him for a day, but teach him to farm and feed him for life". These example values
may set the priorities of self sufficiency over shelter.

Strategy: Strategy, narrowly defined, means "the art of the general" (from Greek stratigos). A combination of the
ends (goals) for which the firm is striving and the means (policies) by which it is seeking to get there.

Self Check 1 Written Test

Instruction: Answer all the questions listed below, if you have some clarifications- feel free to ask your teacher.
Define the following
6. Group Work
7. Job Description
8. Vision
9. Mission
10. Values
Note: Satisfactory rating – 10 points above / Unsatisfactory - below 10 points
You can ask you teacher for the copy of the correct answers