BASIC-WORK-IN-A-TEAM-ENVIRONMENT

COMPETENCY BASED
LEARNING MATERIAL
Sector:
ELECTRICAL AND ELECTRONICS

Qualification:
ELECTRICAL INSTALLATION AND MAINTENANCE NC II
Unit of Competency:
WORK IN A TEAM ENVIRONMENT
Module Title:
WORKING IN A TEAM ENVIRONMENT
TESDA Rizal Provincial Technical Education and Skills
Development Center – Cainta
A. Bonifacio Avenue, Cainta Municipal Compound, Cainta, Rizal
H0W TO USE THIS COMPETENCY BASED LEARNING MATERIAL
Welcome to the Module ―Working in a Team Environment”. This module contains

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

knowledge, skills and attitudes related to team role, scope and responsibility within team, work as
team member, work effectively with colleagues and work in a socially diverse environment.
In this module, you are required to go through a series of learning activities in order to
complete each learning outcomes of the module. In each learning outcome there are
Information Sheets, Self Checks, Answer Keys, Task Sheets and/or Job Sheets and
Performance Criteria Checklist. Do these activities on your own. Answer the Self-Check and
perform the task sheet or job sheet at the end of each learning activity.
This module was prepared to help you achieve the required competency, in Work in a
Team Environment. This will be the source of information for you to acquire knowledge and
skills in this particular trade independently and at your own pace, with minimum supervision
or help from your trainer.
 Talk to your trainer and agree on how you will both organize the Training of this unit.
Read through the module carefully. It is divided into sections, which cover all the
skills, and knowledge you need to successfully complete this module.
 Work through all the information and complete the activities in each section. Read
information sheets and complete the self-check. Suggested references are included to
supplement the materials provided in this module.
 Most probably your trainer will also be your supervisor or manager. He/she is there to
support you and show you the correct way to do things.
 Your trainer will tell you about the important things you need to consider when you
are completing activities and it is important that you listen and take notes.
Module 2– Date Developed Date Pages

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You will be given plenty of opportunity to ask questions and practice on the job. Make
sure you practice your new skills during regular work shifts. This way you will improve both
your speed and memory and also your confidence.
 Talk to more experience workmates and ask for their guidance.
 Use the self-check questions at the end of each section to test your own progress.
 When you are ready, ask your trainer to watch you perform the activities outlined in
this module.
 As you work through the activities, ask for written feedback on your progress. Your
trainer keeps feedback/ pre-assessment reports for this reason. When you have
successfully completed each element, ask your trainer to mark on the reports that you are
ready for assessment.
 When you have completed this module (or several modules), and feel confident that
you have had sufficient practice, your trainer will arrange an appointment with
registered assessor to assess you. The results of your assessment will be recorded in
your competency Achievement Record.
At the end of this module is a Learner’s Diary. Use this diary to record important
dates, jobs undertaken and other workplace events that will assist you in providing further
details to your trainer or assessor. A Record of Achievement is also provided for your
trainer to complete once you complete the module. If you have questions, don‘t hesitate to ask
your trainer for assistance. Your trainer will always be available to assist you during the
training.
Recognition of Prior Learning (RPL)
You have already some basic knowledge and skills covered in this module because you have:
 Been working for some time

 Already complete training in this area

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If you can demonstrate competence to your trainer in a particular skill, talk to him/her
about having them formally recognized so you don‘t have to do the same training again. If you
have a qualification or Certificate of Competency from previous trainings, show it to your
trainer. If the skills you acquired are still current and relevant to the unit/s of competency that
may become part of the evidence you can present it for RPL. If you are not sure about your
competence skills, discuss this with your traine

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List of Competencies
No. Unit of Competency Module Title Code
Participate in Workplace Participating in Workplace

1. 500311105
Communication Communication
Work in a Team Working in a Team

2. Environment Environment 50011106
Practice Career Practicing Career Professionalism

3. Professionalism 50011107
Practice Occupational Practicing Occupational Health

4. Health and Safety and Safety Procedures 50011108
Procedures

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TABLE OF CONTENTS
Page No.
Cover 1
How to Use this Competency Based Learning Material 2
List of Competencies 4
Table of Contents 5
Module Content 7
Learning Outcome # 1 – Describe Team Role and Scope 9
Learning Experiences 10
Information Sheet 2.1- Team, Objectives, Parameters and Role 11
Self-check No. 2.1-1 16
Answer Key No. 2.1-1 17
Task Sheet No. 2.1 18
Performance Criteria Checklist N. 2-1 19
Learning Outcome # 2 – Identify Own Role and Responsibility Within Team
20
Information Sheet 2.2-1 – Team Role and Responsibilities 22
Self-check 2.2-1 28
Answer Key 2.2-1 29
Task Sheet 2.2 30
Performance Criteria Checklist 2.2 31
Learning Outcome # 3 – Work as a Team Member 32
Information Sheet 2.3-1 – Effective and Appropriate Forms of
Communication 36
Self-check 2.3-1 45
Answer Key 2.3-1 46

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Information Sheet 2.3-2 – Effective Contribution of Team in a Workplace
47
Self-check 2.3-2 53
Answer Key 2.3-2 54
Information Sheet 2.3-3 - Reporting Protocols 55

Self-check 2.3-3 62
Answer Key 2.3-3 63
Information Sheet 2.3-4 – Establish and Maintain Effective
Relationships with Colleagues 64
Self-check 2.3-4 67
Answer Key 2.3-4 68
Information Sheet 2.3-5 – Work in a Socially Diverse
Environment 69
Self-check 2.3-5 75
Answer Key 2.3-5 76
Task Sheet 2.3 77
Performance Criteria Checklist 2.2 78

References 79
Writers 80

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MODULE CONTENT
UNIT OF COMPETENCY : Work in a Team Environment
MODULE TITLE : Working in a Team Environment
NOMINAL DURATION : 3 hours
INTRODUCTION
This module covers the knowledge, skills and attitudes of a team member; their roles and
responsibilities within a team. It also contains the techniques to work effectively with colleagues in a
socially diverse environment. It is one of the specialized modules of Basic Competencies.
LEARNING OUTCOMES:
At the end of this module you MUST be able to:
LO1. Describe team role and scope

LO2. Identify own role and responsibility within team LO3. Work
as a team member
ASSESSMENT CRITERIA:
1. The role and objective of the team is identified from available sources of information
2. Team parameters, reporting relationships and responsibilities are identified from team
discussions and appropriate external sources
3. Individual role and responsibilities within the team environment are identified
4. Roles and responsibility of other team members are identified and recognized
5. Reporting relationships within team and external to team are identified
6. Effective and appropriate forms of communications used and interactions undertaken with
team members who contribute to known team activities and objectives

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7. Effective and appropriate contributions made to complement team activities and objectives,
based on individual skills and competencies and workplace context
8. Observed protocols in reporting using standard operating procedures
9. Contribute to the development of team work plans based on an understanding of team‘s role
and objectives and individual competencies of the members.

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LEARNING OUTCOME #1 DESCRIBE TEAM ROLE AND SCOPE
CONTENTS:
1. Team
2. Team Objectives
3. Team Parameters
4. Team Role
1. The role and objective of the team is identified from available sources of information
2. Team parameters, reportingrelationships and responsibilities are identified from
team discussions and appropriate external sources
CONDITION:
Student/ trainee must be provided with the following:
1. WORKPLACE LOCATION
2. TOOLS, ACCESSORIES AND SUPPLIES
 LCD Projector (optional)

 Computer
 Printer
 Pen
 Paper
3. TRAINING MATERIALS
 Video (if applicable)

 Competency-based learning materials

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ASSESSMENT METHOD:
 Demonstration
 Observation
 Interviews/questioning

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LEARNING EXPERIENCES / ACTIVITIES
Learning Outcome 1: Describe Team Role and Scope
LEARNING ACTIVITIES SPECIAL INSTRUCTIONS
Read Information Sheet 2.1-1 Read and understand the information sheet and
on Team, Objectives, check yourself by answering the Self-check. You
Parameters and Role must answer all questions correctly before
proceeding to the next activity.
Answer Self-check 2.1-1 Compare answers with the Answer Key 2.1-1. If
you got a perfect score, read the next information
sheet.
Perform Task Sheet 2.1 Practice your skills by doing the Task Sheet.
Use the Performance Criteria Checklist as your
guide.
Evaluate your own work using the

Performance Criteria. When you are ready,
present your work to your trainer for final
evaluation andrecording.
If you have performed all the tasks, you may now proceed to next Information Sheet
but if you fail to perform all the tasks, you may do the job again.

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INFORMATION SHEET 2.1-1
TEAM, OBJECTIVES, PARAMETERS AND ROLE
Learning Objectives:
After reading this INFORMATION SHEET, you must be able to:
1. Differentiate team from a group.

2. Identify team objectives, parameters and roles of a team.
Introduction:
Team members need to learn how to help one another, help other team members realize their
true potential, and create an environment that allows everyone to go beyond their limitations. A team
becomes more than just a collection of people when a strong sense of mutual commitment creates
synergy, thus generating performance greater than the sum of the performance of its individual
members.
Team vs Group
Team
 People working together towards a common goal who coordinate their work amongst
themselves. Teams normally have members with complementary skills and generate synergy
through a coordinated effort which allows each member to maximize his/her strengths and
minimize his/her weaknesses.

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Group
 People working towards the goal whose work is coordinated by someone else (e.g. manager) for
them. A group in itself does not necessarily constitute a team.
Unique Characteristics of a Team:
 Must have an agreement or a reason for working together.

 Members must be interdependent, each needing one another‘s experience, abilities and
commitment in order to reach the common goal.
 Must be committed to the idea that working together produces more effective decisions.
 Must operate as a functioning unit within the larger organizational context.
TEAM PARAMETERS
Eight (8) dimensions
The model is based on the realization that people who work together need to cooperate with one
another in order to be most effective and productive.
1. Participation
 members need to be present at team meetings
 ―present‖ in this context refers both to being physicallypresent and being psychologically
present by being attentive and involved
2. Collaboration
 teamwork requires cooperation
 members need to operate as ―team players‖ working toward solutions that benefit the team as
a unit.
3. Flexibility
 team members should be open minded about others points of view and should be willing
to be influenced by what they hear
 they need to let go of personal opinions in the interest of the team and to assume a variety of
responsibilities within the work-group situation.

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4. Sensitivity
 team members must be aware of other‘s feelings
 they should not consciously hurt the feeling of fellow team members.
5. Risk-Taking
 one of the oldest maxims of our culture is ―Nothing ventured, nothing gained.‖
 most relevant risks the team members can take are confronting negative situations within the
team, adhering to a point of view even if it alienates other team members and reaching out to
other team members to offer emotional support
 to take risks is itself risky, but the team suffers when too many members
―play it safe‖.
6. Commitment
 implies that members‘ goals are consonant with the group‘s objectives, that members exhibit a
strong ―we” attitude.
 members are willing to do their fair share of the team‘s work, and that they support the team
within the organization
 if a person never volunteers for tasks, is ―me” oriented, or speaks disparagingly to others about
the team, he or she probably is not committed.
7. Facilitation
 each member of a team is responsible for helping the team to operate
 a group that does not critically examine its own functioning (process) is not likely to be
maximally effective.
8. Openness
 team members should not withhold significant information from one another
 should not be deceptive in their participation; should make their data available for team
problem solving and planning
 should openly express their feelings, attitudes, values and beliefs relative to the tasks and
functioning of the group.
Each of the eight dimensions in the model form a pair; each pair should be kept in balance both within the
behavior of individuals and within that of the team.
1. Participation/Risk Taking.

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2. Collaboration/Commitment
3. Facilitation/Flexibility
4. Openness/Sensitivity
TEAM OBJECTIVES
Objectives are the specific goals that the team will accomplish in a fixed amount of time. These
objectives flow from the team's purpose. Each one moves you towards your vision.
 Team objectives support the team‘s vision and purpose and the Company and/or Department
objectives.
Why are team objectives important?
 Team objectives are the basis of the team‘s planned work.

 Team objectives should be the starting point for the employee objectives set as part of the
performance management process.
 Team objectives provide the basis for talent and resource planning. They dictate the resources
needed.
TEAM ROLE
Meredith Belbin (1993) based on his research proposed roles for successful teams. The nine (9)
Belbin Team Roles represent team members‘ preferred ways to interact and behave in a
group.
Some people are more comfortable working behind the scenes. Others like to interact and engage
with clients and customers. Some like ideas. Others prefer decisions.
Top-performing teams are built on a balance of nine basic roles—with each team member
performing a role (or roles) that reflect their unique, inherent strengths.
People
1. Resource Investigator: Extroverted, enthusiastic, and communicative.
Explores opportunities and develops contacts that can help the project.

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2. Team Worker: Cooperative, mild, perceptive and diplomatic. Listens, builds, averts friction and
calms the waters.
3. Coordinator: Mature, confident and a good team leader. Clarifies goals, promotes decision-
making and delegates well.
Action/Task
4. Shaper: Challenging, dynamic, thrives on pressure. Drive and courage to overcome

obstacles.
5. Implementer: Disciplined, reliable, conservative and efficient. Turns ideas into practical
actions.
6. Completer-Finisher: Painstaking, conscientious. Seeks errors and

omissions. Delivers on time.
Thinking
7. Plant: Creative, imaginative, unorthodox. Able to solve difficult problems.
8. Specialist: Single-minded, self-starting, dedicated. Provides knowledge and

skills in rare supply.
9. Monitor-Evaluator: Sober, strategic, discerning. Sees and evaluates options. Judges

accurately.

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Team Sources of Information
 Standard operating and/or other workplace procedures

 Job procedures
 Machine/equipment manufacturer‘s specifications and instructions
 Organizational or external personnel
 Client/supplier instructions
 Quality standards
 OHS and environmental standards

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SELF CHECK NO. 2.1-1
True or False. Write True if the statement is correct and False if the statement is incorrect.
Put your answers in a separate sheet of paper.
1. A team is a group of people who work interdependently in order to attain the individual and
group common goals.
2. A group of people close together is also a team.
3. Synergy is generated through coordinated efforts between members of a team.
4. A team must operate as a functioning unit within the smaller organizational
context.
5. Participation means you should be physically and psychologically present in
meetings.
6. When too many members of a team play it safe, the team suffers.
7. Team objectives are the specific goals that the team will accomplish in a fixed amount of
time.
8. Team dimensions are the basis of the team's planned work.
9. Team roles represent team members'preferred ways to interact and behave in a group.
10. Team sources of information includes organizational or external personnel.

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ANSWER KEY No. 2.1-1
1. True
2. False
3. True
4. False
5. True
6. True
7. True
8. True
9. True
10. True

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TASK SHEET 2.1-1
Title and description: Word Scramble
Performance Objective: Its purpose is to demonstrate the importance of cooperation in

the team, and is useful to observe the team‘s group dynamics as they work together to solve a
problem. (20-30 minutes)
Supplies and Materials Required
 10 pieces of paper
 Two pens
 A large piece of paper
 Marker
 Dictionary (Optional)
Steps / Procedures:
1. Divide your group into two or more teams (about 5 in a team)

2. Get pieces of paper and one pen each for your team.
3. When the time starts, each members of your team must write down as many words
that can be formed from the 7 random letters.
4. Form at least a 3-letter word; any 2-letter words get no score.
5. You will be given 3 minutes for each team to come up with words.
6. At the end of the 3 minutes, go over the list of words to see if the words are found
in the English dictionary(use if necessary)
7. Repeat for about 2 more rounds with different sets of 7 letter words
8. At the end of the three rounds, tally your score. The team with the highest score
wins.
9. The scoring systems is as follows:
 7 letter word – 40 points
 6 letter word – 30 points

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 5 letter word – 20 points
Assessment Method
1. Observation
2. Demonstration

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PERFORMANCE CRITERIA CHECKLIST NO. 2.1-1
CRITERIA YES NO
1. Prepared all necessary tools and materials needed
2. The group is divided into two or more teams (about 5 a team
3. Got pieces of paper and one pen each for the team.
4. Each team wrote down as many words that can be formed from the 7
random letters.
5. Demonstrated characteristics of a good teamwork.
6. Demonstrated importance of cooperation in the team
7. Worked as a team
8. Discussion is facilitated by the trainer for further

understanding on team‘s group dynamics.

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LEARNING OUTCOME #2 IDENTIFY OWN ROLE AND
RESPONSIBILITY WITHIN TEAM
CONTENTS:
1. Team Role and Responsibilities
1. Individual role and responsibilities within the team environment are identified
2. Roles and responsibility of other team members are identified and recognized
3. Reporting relationships within team and external to team are identified
CONDITION:
 Computer
 Printer
 Pen
 Paper
 Video (if applicable)
ASSESSMENT METHOD:

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 Demonstration
 Observation

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Learning Outcome 2
Identify Own Role and Responsibility Within Team
Read Information Sheet 2.2- Read and understand the information sheet and
1 on Team Role and check yourself by answering the Self-check. You
Responsibilities must answer all questions correctly before
Answer Self-check 2.2-1 Compare answers with Answer Key 2.2-

1. If you got a perfect score, read the next
information sheet.
guide.

evaluation andrecording.
If you have performed all the tasks, you may now proceed to next Information Sheet
but if you fail to perform all the tasks, you may do the job again.

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TEAM ROLE AND RESPONSIBILITIES
Learning Objective:
After reading this information sheet, you should be able to identify the team individual
roles and responsibilities.
Introduction
Working in groups is a very common phenomenon in the private sector and government
agencies. It is important that each member of a team not only be an active participant in the team, but
also to be certain that all other team members are contributing members of the team.
TEAM STRUCTURE
Team and Individual
In a team, individual members tend to be highly aware of their responsibility, whether it stems
from social pressure or the fullfillment of personal need. Teams are capable of performing functions and
achieving some goals more efficiently and accurately than individuals can. Although there is evidence
that individuals sometimes perform better than teams, the quality of decision making is much high in
teams working under certain conditions.

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The team and the individual members are dependent on each other. Their relationships play a vital
role in the success of the team. As the individual member grows and matures, so does the team.
INDIVIDUAL ROLE AND RESPONSIBILITIES IN A TEAM
Task Focused Behaviors
Behaviors that assist with the accomplishment of the task or assists with the process.
Initiator: proposes, suggests, defines

Informer: offers facts, expresses feelings, gives opinions Clarifier:
interprets, defines, clarifies
Summarizer: connects, restates, concludes Reality Tester:
offers critical analysis
Maintenance Behaviors
Behaviors that focus on the members of the group.
Harmonizer: reduce tension and reconciles disagreements Gate Keeper:

facilitates participation by all
Consensus Tester: checks on decision making process Encourager:
warm, responsive, shows acceptance Compromiser: admits error,
avoids conflict
Disruptors (or Interrupters)
Behaviors that get the group off-task or make the process difficult; it may be behaviors
that are directed to a particular individual within
the group.
Aggressor: deflates others, attacks ideas Blocker:

disagrees & opposes beyond reason
Dominator:asserts superiority to manipulate, controls Cavalier:
plays in group non-productively

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Avoidance: pursues special interests to avoid task
GENDER SENSITIVITY IN A TEAM
Gender Roles refer to the activities that both sexes actually do.
 They are reinforced by the gender values, norms and stereotypes that exist in each society.
 Gender Roles can and do change.
 Gender Roles are learned behavior in a given society, community or social group in which
people are conditioned to perceive activities, tasks and affected by age, class, caste, race,
ethnicity, culture, religion, or other ideologies, and by the geographical, economical and
political environment
A Sex Role is a function or role which a male or female assumes because of the basic physiological
or anatomical differences between the sexes. It is biologically determined role which can be performed
by only one of the sexes
Gender Streotypes are the ideas that people have on what boys and men, girls and women are capable of
doing.
Gender Socialization is the process by which people learn to behave in a certain way, as dictated by
societal beliefs, values, attitudes and examples.
 Some examples of socialization agents and forces:
 Socialization agents
o Parents
o Teachers
o Peers, Friends, etc.
 Socialization forces
o School
o The media
o Language

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o Play
o Art and music
o Religion, etc.
Developing your values
The first step in developing gender values is to develop your gender sensitivity and raise your
gender awareness. Gender awareness is a way of seeing, a perspective-insights which form our
understanding of people and society. It means looking at things with new eyes, which are constantly
open to new learning.
Gender equality means that women and men enjoy the same status and conditions and have
equal opportunity for realizing their full human rights and potential to contribute to the national,
political, economical, social and cultural development of their countries. They should also benefit
equally from the result of development; the equal valuing by society of both the similarities and
differences between women and men, and the varying roles that they play.
Gender equity moves beyond a focus on equal treatment. Gender equity is the process of being fair
to women and men. It means giving to those who have less on the basis of needs, and taking steps to
compensate for historical and social disadvantages that prevent women and men from otherwise operating
on a level playing field. Equity can be understood as the means, and
equality is the end. Equity leads to equality
A gender-blind person is someone who does not explicitly

distinguish between the sexes. Assumptions incorporate biases in favour
of existing gender relations and so tend to exclude women.
A gender-sensitive/aware person is someone who recognizes that women and men are
constrained in different and often unequal ways, and that they may consequently have differing and
sometimes conflicting needs, interests and priorities.
Becoming a gender sensitive person
 Respectful of the “pagkatao” of every individual across the lifecycle

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and social categories.
 Recognizes gender inequalities and biases transmitted from generation to generation, and
the need to transform structural and personal inequities and biases.
 Commits self to healing relational inequities and biases at the personal and
institutional levels.
 Works towards empowering and gender-fair relationships in all aspects of life.
ESSENTIAL TEAM ROLES
Involving role
One initiates action. A team member may motivate others by getting them involved in an idea or
problem. The involving role consists of asking questions of other members to "bring out" or stimulate
each team member.
Listening role
A member listens actively (nodding, leaning forward), expressing that he/she is really
hearing what is being said. Active listeners encourage group members to express themselves.
Supporting role
A team member gives an added dimension to good ideas by their support. By supporting and
encouraging others, the team member strengthens confidence and trust.
Compromising role
One member gives up something for problem solving to take place. Compromising can lead
to team productivity. It is a role that is necessary for cooperation and collaboration.
HOW TO WORK WELL WITHIN AND EXTERNAL TO A TEAM
 The key to working well in teams is to have great communication among everyone
involved.

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 As a team member, communication is critically important.
 If you have a problem with other team members, talk to them directly.
 If you can't talk and listen to other team members you might as well be working
individually.
 Communicating effectively can also make your team, as a whole, work better and accomplish
your given tasks quicker.
Here are some other ideas to help you work well with team members:
1. First focus on the work assigned to you.

 If you finish with your task before other team members, ask other members if they need your
help.
2. Meet your deadlines.

 If you must miss a deadline, apologize for not meeting it, tell your team when they'll have
your part, and then make sure you meet that deadline.
3. Be supportive of your team members.

 Be sure to consider other team members' suggestions, even if you don't think they'll work.
Considering other ideas shows you're interested in someone else's opinion.
4. Realize the project is a collaborative effort.

 It's important that each team member can claim ownership of some part of the project.
 By having ownership they're more likely to put forth the effort to make the project a success.
5. If you're leading the team, let the team members know what's expected of
them.
 Establish clear objectives and how each person will contribute.
 Be open to making changes if someone else can do a certain aspect of the job better than the
person you assigned to do it.

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6. Motivate the team.
 Work on establishing and maintaining each team member's morale and their motivation to
succeed as a team.
 Give them a reason to want the team to succeed
7. Work together on the plan.

 The team will feel more ownership of the project if everyone works together to set goals and
establish deadlines for the various aspects of the job.
 Meet together periodically to check on progress

 Switch jobs among team members if necessary.
 Everyone needs to pitch in to be sure the job is done correctly and on time.

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SELF CHECK NO. 2.2-1
True or False. Write True if the statement is correct and False if the statement is incorrect.
Put your answers in a separate sheet of paper.
1. Members of a team should not only be active participant but also contributing
members.
2. Individuals perform better than teams but the quality of decision making is much high in
teams working under certain conditions.
3. Task focused behaviors assist with the accomplishment of the task or assist with the
process.
4. Disruptors are behaviors that get the group off-task or make the process difficult.
5. Involving role listens actively to what is being said.
6. Supporting role initiates action by motivating others to getting involved in an idea or a
problem.
7. If you can't talk and listen to other team members you might as well be working
individually.
8. To help you work well with team members, focus first on the work assigned to you.
9. If you want to motivate the team, give them a reason to want the team to succeed.
10. The team will feel more ownership of the project if everyone works together to set
goals and establish deadlines for the various aspects of the job.

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1. True
2. True
3. True
4. True
5. False
6. False
7. True
8. True
9. True
10. True

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TASK SHEET 2.2
Understanding Gender Roles
Performance objective:
This activity aims to help trainees to understand gender roles.
EQUIPMENT, TOOLS AND MATERIALS:
1. A4 size plain white paper

2. Personal Computer with Windows Media Player
3. LCD Projector and speaker
4. Video showing gender role as identified by the respondents interviewed
PROCEDURE:
1. Review your notes on Information Sheet No. 2.2-1.

2. View a video clip on Gender and Sensitivity Training (GST): (Video Clip – Interview on
Gender Roles
3. During the viewing of the video clip, you take note of roles and responsibilities
identified by the respondents.
4. After viewing the video clip fill-up the form by listing the different task performed by
each gender. (See example below).
5. After the task, submit to your trainer and discuss the output that you have done.

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ASSESMENT METHOD
Observation Group
Discussion
Questioning
Role and Man Woman

Responsibilities

1. Cleaning the house 
2. Working for income

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PERFORMANCE CRITERIA CHECKLIST 2.2-1
CRITERIA YES NO
1. Reviewed notes on Information Sheet No. 2.2-1.

2. Viewed video clips on Gender and Sensitivity Training GST):
(Video Clip # 4 – Interview on Gender Roles
3. Noted roles and responsibilities identified by the respondents.
4. Wrote a brief summary of the film identifying the different roles.
5. The output was submitted to the trainer.

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LEARNING OUTCOME #3 Work as a Team Member
CONTENTS:
1. Effective and Appropriate Forms of Communication

2. Effective Contribution of Team in a Workplace
3. Reporting Protocols
4. Establish and Maintain Effective Relationships with Colleagues
5. Work in a Socially Diverse Environment
1. Effective and appropriate forms of communications used and interactions undertaken

with team members who contribute to known team activities and objectives
2. Effective and appropriate contributions made to complement team activities and

objectives, based on individual skills and competencies and workplace context
3. Observed protocols in reporting using standard operating procedures
4. Contribute to the development of team work plans based on an understanding of team‘s

role and objectives and individual competencies of the members.
CONDITION:

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 Computer

 Printer
 Pen
 Paper
 Video (if available)
ASSESSMENT METHOD:
 Demonstration
 Observation

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1. Read Information Sheet 2.3-1 on Read and understand the information sheet and
Effective and Appropriate Forms of check yourself by answering the Self-check.
Communication You must answer all questions correctly before
Answer Self Check No. 2.3-1 Compare answers with the Answer Key No.
2.3-1. If you got a perfect score, read the next
information sheet.
Effective Contribution of Team in a check yourself by answering the Self-check.
Workplace You must answer all questions correctly before
information sheet.
Reporting Protocols check yourself by answering the Self-check.
You must answer all questions correctly before
information sheet.

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Establish and Maintain Effective check yourself by answering the Self-check.
Relationships with Colleagues You must answer all questions correctly before
Compare answers with the Answer Key No.

Answer Self Check No. 2.3-4
information sheet.
Work in a Socially Diverse check yourself by answering the Self-check.
Environment You must answer all questions correctly before
Compare answers with the Answer Key No.

Answer Self Check No. 2.3-5
information sheet.
guide.

evaluation and recording.
If you have performed all the tasks, you may now proceed to next Information Sheet but
if you fail to perform all the tasks, you may do the job again.

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INFORMATION SHEET NO. 2.3-1
EFFECTIVE AND APPROPRIATE FORMS OF COMMUNICATION
Learning Objectives:
After reading this information sheet, you should be able to:
1. Identify the appropriate types of communication to use

2. Explain the importance of communication in a team.
Introduction
Communication is the ability to share information with people and to understand what
information and feelings are being conveyed by others. Communication can take on many forms
including gestures, facial expressions, signs, vocalizations (including pitch and tone), in addition to
speech and written communication. Trainers, trainee frequently use nonverbal methods to
communicate. Communication includes a broad range of actions which help the students work more
effectively with their teachers.
Types of communication
The basic communication options include:
1. Verbal –including face-to-face communication and talking on the phone. This

also embraces the use of languages other than
English and the use of Indigenous languages
2. Written format – which includes electronic mail and hard copy communications such
as letters, signs, labels, posters and advertising and warning material
3. Non-verbal – facial expressions, gestures, sign language. Use of an interpreter to

interpret verbal and printed language.

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Communication tips
1. Follow all establishment policies regarding communication with others

2. Use a person‟s name where it is known
3. Be honest – but be sensitive, tactful, caring and respectful
4. Use „please‟ and „thank you‟ a lot
5. Don‟t interrupt
6. Speak at an appropriate pace and volume – don‟t‟ yell, don‟t whisper
7. Make sure your non-verbal language matches the verbal communication you are sending. This
commonly means smiling when it is appropriate to do so, and displaying a serious demeanour
when something serious is being discussed.
The need for effective communication
1. All verbal or written communication needs to be effective in order to demonstrate our

intention to meet customer and colleague needs and to deliver service and responses
quickly.
2. To help achieve effective communication, the following five rules apply:
3. Every message must have a purpose
4. Messages should match the interests and abilities of the receiver
5. Unnecessary words should be eliminated
6. Chosen words should be within the experience range of the receiver
7. Verbal messages should be clear and concise, using the correct words and their pronunciation,
along with appropriate inflection, tone, language, speed and volume of voice.
This means that in some instances, written communication may need to:
1. Use graphics or pictures to help clarify meaning

2. Be produced in a language other than English
3. Be printed in a font that is easy to read and in a print size that encourages people to read it
4. Be available in „take away‟ form so that people can take a copy with them to read later and or in
more detail.

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Communication skills
1. Communication involves sending and receiving messages via language or speech (verbal
communication) or via body language (non-verbal communication).
2. Many people think that communication is a one-way thing where you send a
„message‟ to a customer or staff member, or vice versa.
3. In actual fact, for communication to occur there must be "feedback‟. The receiver must also
send a message that indicates they have understood the message that has been sent.
4. Without feedback, there is only monologue, not dialogue.
5. Without feedback it is possible to argue that no real communication has occurred.
6. It is now recognised that communication comprises both „verbal communication‟
and "non-verbal communication‟:
 Verbal communication is questioning, listening and answering – the spoken word.
 Non-verbal communication is body language – facial expressions, eye contact, gestures
and posture.
7. It is important for the body language to match the verbal message so that there is no mismatch.
This occurs for example when a positive verbal message is sent while the speaker is frowning
and or looking annoyed. The listener will nearly always:
 Be confused about what they are hearing or seeing
 Believe the message that the body language is sending, rather than believing the
verbal message.
VERBAL COMMUNICATION
Listening
1. Listening is sometimes referred to as the neglected skill.

2. It is without doubt a much under-rated skill; consider that we have two ears, and only one
mouth!
3. Because we listen so often, we assume we are good at it and don‟t need to spend any time
worrying about how to do it, or how to improve doing it.
4. Fortunately, with practise, listening skills can be improved.

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Effective listening:
1. Encourages others to fully transmit their message by indicating our interest and
concern
2. Increases the likelihood that the receiver is in possession of all the relevant facts
before proceeding
3. Improves the quality of relationships – staff-staff, staff-customer and staff-
management
4. Assists in problem resolution
5. Enhances the chance of a proper understanding between people
6. Reduces many problems and conflicts found in the workplace
7. Improves staff morale
8. Raises workplace productivity.
9. When we listen effectivelywe gain the appreciation, gratitude and respect of the other person,
whether a customer or staff member.
We have two listening options.

1. One involves listening only (active listening).
2. The other involves your giving verbal feedback that ensures the channel of communication
continues clear and without conflict (reflective listening).
Active listening
When engaged in active listening, you do not speak, but listen.
1. You allow your body language to encourage the speaker.

2. Active listening is:
3. Showing sensitivity to the talker and showing all due respect
4. Displaying empathy with the person speaking
5. Demonstrating your attention to all the non-verbal signals you send
6. Not interrupting the speaker
7. Encouraging the other person to continue talking by using encouraging behaviour – nods,
murmurs, short words of encouragement

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8. Concentrating on what is being said rather than allowing yourself to drift off and thinking of
something else
9. Not being judgmental about the way the speaker looks, or what they are saying.
Reflective listening
 In this variation, you still listen to the speaker, but you encourage them to continue with your
words rather than non-verbally.
 Reflective listening is especially useful where emotions are seen to be clouding the issue.
This form of listening enables you to acknowledge the way the person is feeling.
Reflective listening requires you to:
1. Paraphrase what the speaker says – sum up what has been said and repeat it using similar
words
2. Read between the lines of what is actually being said – factoring in their body language
3. Utilise questioning to sum up or clarify the situation – in many situations, an effective

communicator will ask lots of questions
4. Continue being non-judgmental
5. Refrain from making comments or interrupting
6. Continue being sensitive – which means taking into account the way the speaker feels, as
well as what they are saying.
Methods to aid effective listening
Effective listening requires practice, and concentration is the key. Practice should be
focused and based on the following points:

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1. Prepare yourself to listen – get rid of things that may interrupt or act as blocks to
communication. Get into the right frame of mind
2. Become interested – focus on what is being said and get caught up in it. Make sure you find
some way to find interesting what is being said. Ask questions, look interested, ask
yourself how you can use what you are being told
3. Keep an open mind – don‟t pre-judge the situation, don‟t interrupt and don‟t tune-out.
Make sure you don‟t try to make what is being said fit into your pre-conceived notions,
ideas and prejudices
4. Identify the main idea – listen to what is being said with the intention of extracting the core
message. Realise that this may come at the start of the message, the middle or the end.
There is no set rule
5. Listen critically – weigh up what is being said without simply accepting what is being
transmitted
6. Don‟t get distracted – focus your attention on the speaker and what they are saying
7. Take notes – don‟t be afraid to write down vital points – it demonstrates interest and that
you are taking things seriously
8. Help where necessary – where the speaker pauses, prompt them into continuing
9. Reflect on what has been said – re-state a point the speaker has made. For example,
―You said that ...‖
10. Keep quiet – realise that interrupting is a major cause of communication
breakdown, and often annoys the speaker.
Questioning
 The asking of questions is a powerful tool in communication.

 Questioning is not simply a method of eliciting information, although it naturally
performs that primary role.
 ―Reflective questioning‟ is the same idea as reflective listening, in that it involves repeating back
to the speaker what they have just said. In addition, as its name states, reflective questioning puts
the words in the shape of a question.

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 It frequently begins with the word ―So ...‟ For example, ―So, you feel really angry when you
see someone walk out of the room and not turn out the
light?‖
This method:
 Shows the speaker that you have listened to what they‟ve said
 Gives them feedback as to whether or not you have focused on the main points of the issue
as they see them
 Encourages them to go on and provide more information
 Encourages them to clarify what they‟ve already stated. Many people will provide extra useful
information when encouraged to keep talking.
Open and closed questions
Closed questions are asked in such a way as to elicit only a ―Yes‟ or ―No‟ answer. They are suitable
only in rare customer-service instances because they don‟t encourage the speaker to talk.
A much better choice is the use of ―open‟ questions. These are questions that probe the talker
for more information and encourage them to supply further detail. They are questions that begin with:
 What
 Why
 How
 Where
 When.
These questions dig for further information, show attention, interest, concern and a desire to
assist, as well as giving another opportunity to gain facts. An open question cannot be answered with a
―Yes‟ or „No‟.
NON VERBAL COMMUNICATION SKILLS

―Body language‟ is also called ―non-verbal communication‟. Non-verbal communication is
anything other than words that communicates a message. It includes:

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 The way we stand – including the use of „space‟ and where we stand in relation to others
 The way we talk
 The clothes we wear and the accessories we use
 Our facial expressions.
All these things communicate something. In dealing with other people, the non-verbal cues are
often used, consciously or subconsciously, in making judgements about people, about what they say
and about their honesty and deceptiveness. It is important to remember that while we are making
judgements about customers based on their non-verbal communication, the customers are also
making judgements about us based on the non-verbal communication we consciously or
unconsciously send.
Major aspects of non-verbal communication
1. Emblems
- explicit type of gestures or body language that are used with complete
intention, and whose meanings are generally accepted and understood.
Examples are:
 Cupping the hand to the ear to indicate "I can‟t hear you‟
 Holding the forefinger vertically in front of the lips to indicate "Shhh, be quiet‟.
2. Illustrators
- mannerisms that are unique to individuals i.e what people do when talking.
- used to reinforce the verbal message they are sending
- usually related to the use of the hands, but they also include things that mark a
person‟s speech, such as the way one person may end a sentence, pauses in their speech,
and emphasiseswords.
- individualistic, the people are usually not aware that they do them until they see
themselves on video-tape or hear themselves on audio- tape.

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3. Affect displays
- ways in which our facial expressions or our body movements reveal our emotions.
- people tend not to monitor or intentionally control their affect displays; true
emotions are allowed to show.
- staff may be required to display emotions that are contrary to their real feelings; case
where they primarily have customer-contact that requires them to smile all the time and
present themselves as happy and pleasant when they may even feel the opposite.
4. Regulators
- behaviours such as:
 Nods
 Stance
 The direction and the duration of someone‟s gaze
 Vocal pitch
 Raised eyebrows
 The position or inclination of the head.
- regulate the verbal message, for instance, making it stronger or gentler, more
authoritative or friendlier, casual or more formal.
- hardly noticed by the person speaking, but they are certainly noticed by others.
5. Adaptors
- unconscious behaviours that are mainly nervous in nature.
- people are generallyunaware of making them. Examples
are:
 Doodling
 Rubbing your nose
 Picking your nails
 Scratching

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Importance of non-verbal communication
1. Body language has a positive impact on communication when it supports the verbal message,
and when it signifies genuine interest and attention.
2. Body language is negative when there is no match between the verbal and non-verbal
messages. In other words, the spoken message and the body language should say the same
thing. If they don‟t, the result is negative, because the two different signals are confusing.
3. In most instances where there is a conflict between verbal and non-verbal communication, the
body language is the one that people tend to take more notice of. Actions do indeed speak
louder than words.

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SELF CHECK No.2.3-1
Direction: Provide the correct answer to the statement.
1. A type of communication which involves face-to-face

and talking on the phone.
2. This type of communication use electronic mail, letters,
signs, labels, etc.
3. This type of communication can use an interpreter.
4. It involves sending and receiving messages via language,

speech or body language.
5. A message sent back by the receiver.
6. Displaying empathy to the speaker without

interrupting.
7. A powerful tool in communication, not simply a method of
eliciting information.

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1. Verbal
2. Written
3. Non-verbal
4. Communication
5. Feedback
6. Active listening
7. Reflective listening

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EFFECTIVE CONTRIBUTION OF TEAM IN A WORKPLACE
Learning objectives:
After reading this information sheet, you should be able to identify the contributions of
team in team activities based on workplace setting.
Introduction
Teamwork in the workplace offers the company and staffs the ability to become more familiar
with each other and learn how to work together. There are several ways in which teamwork is
important and vital to the success of the company and to the development of each employee.
Understanding those important elements will assist in developing company policies geared toward
encouraging team growth in the workplace.
Elements of Team Growth in Workplace

1. Delegation
A team that works well together understands the strengths and weaknesses of each team
member. One of the benefits of strong teamwork in the workplace is that team leaders and members
become proficient at dividing up tasks so they are done by the most qualified people. Without strong
teamwork, it can be difficult for managers and executives to determine which staff members can best
accomplish job tasks.
2. Efficiency
Work groups and teams develop systems that allow them to complete tasks efficiently and
quickly. When a task is handed to a well-trained and efficient team, the team's work pace assures that
the task will be completed quickly and accurately. This allows the company to take on more work
and generate more revenue without having to add more staff. This becomes helpful when efficient
teams from different departments work together. Each team is well aware of its own abilities and the
groups can work together effectively as opposed to disjointed groups of employees who may not be
familiar with how to work together.

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3. Ideas
Teams in the workplace often meet to discuss how to solve company issues. When a team works
well together, it allows staff members to feel more comfortable in offering suggestions. Team members
become accustomed to processing brainstorming information and the company benefits from the
variety of suggestions that come from effective teams.
4. Support
There are challenges each day in any workplace, and a strong team environment can act as a
support mechanism for staff members. Work group members can help each other improve their
performance and work together toward improving their professional development. Team members also
come to rely on each other and trust each other. These bonds can be important when the team faces a
particularly difficult challenge or if the group is forced to deal with the loss of a team member while still
trying to maintain productivity.
Importance of Teamwork in the Workplace
1. Fast Learning
 tend to learn things at a faster rate, if you are working with a team
 experiences and the knowledge of the older team members help you to grasp new concepts
quickly
 it proves to be an additional bonus for you as you avoid mistakes at work.
2. Workload Distribution
 workload getting distributed amongst all the team members.
 can concentrate on a single activity till the time you gain expertise in it and you do not feel
stressed out due to work.
3. Building Bonds
 continuous interaction with the team members, working with them for the whole day, having
your meals with them, sharing joys and sorrows helps in building a bond of friendship and
unity between each other.
 some of them turn to be friends for a life time.

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4. Healthy Competition
 think of a situation where people are competing with each other and trying to excel better than
the other.
 at the same time they are helping and assisting each other in work related as well as personal
difficulties and problems.
5. Exploring Creativity
 you will never be alone, you will always have some or the other person to
suggest you good things.
 suggestions and advice can help you in generating new ideas and bring out the creativity in you.
6. Job Satisfaction
 working in a team improves employee performance as well as makes the work enjoyable for
them.
 conducive to employee motivation.
7. Increased Speed of Work

 with many people handling a single project and doing the assigned work properly, the overall
work speed increases and your team can complete the project well within the given time
frame.
 Effective teamwork in the workplace benefits the organization byincreasingthe individual

productivity which is important in order to achieve the targets and fulfill commitments.
 Teamwork decreases the non-productive hours, which therefore increases productivity and
ensures maximum utilization ofmanpower.
Check your workplace/ establishment policies
Many venues have policies and procedures to guide communication so it is necessary to find
out what these are. Even where no formal printed policies and procedures exist, there are usually many
generally accepted and unacceptable communication techniques.

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The best way to determine what applies in your workplace is to:
 Read the policies and procedures

 Look and listen to what others do
 Ask your supervisor.
Acceptable and Unacceptable Communication Techniques in the Workplace
1. If you’re a Team Member Communicate, Communicate, and

Communicate
If you have a problem with someone in your group, talk to him about it. Letting bad
feelings brew will only make you sour and want to isolate yourself from the group. Not only
does it feel good to get it out, but it will be better for the team in the long run.
2. Don't Blame Others

People in your group lose respect for you if you're constantly blaming others for not
meeting deadlines. Pointing the finger will only make you look cowardly. Group members
understand if you have a heavy workload and weren't able to meet a deadline. Saying
something like, "I'm really sorry, but I'll get it to you by the end of today." will earn you a lot
more respect than trying to make it seem like it's everyone else's fault that you missed
your deadline.
3. Support Group Member's Ideas

If a teammate suggests something, always consider it – even if it's the
silliest idea you've ever heard! Considering the group's ideas shows you're interested in other
people's ideas, not just your own. And this makes you a good team member. After all, nobody
likes a know-it-all.
4. No Bragging
It's one thing to rejoice in your successes with the group, but don't act like a superstar.
You don't have to brag to let people know you've done a good job, people will already know. Have
faith that people will recognize when good work is being done and that they'll let you know how
well you're doing. Your response? Something like "Thanks that means a lot." is enough.

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5. Listen Actively
Look at the person who's speaking to you, nod, ask probing questions and acknowledge what's
said by paraphrasing points that have been made. If you're unclear about something that's been
said, ask for more information to clear up any confusion before moving on. Effective
communication is a vital part of any team, so the value of good listening skills shouldn't be
underestimated.
6. Get Involved
Share suggestions, ideas, solutions and proposals with your team members. Take the time to
help your fellow teammates, no matter the request. You can guarantee there will be a time in the
future when you'll need some help or advice. And if you've helped them in past, they'll be more
than happy to lend a helping hand.
What Makes Effective Teamwork?
Five components of teamwork that can make it effective
1. Effective Communication
 if a team has open and honest communication, every member can speak her opinion and point of
view, a lot more will be accomplished.
 ensures that everyone listens to one another's viewpoints and will help each individual express
his thoughts and feelings.
2. Complementary Skills
 people with complimentary skills paired together so that they can utilize one another's knowledge
and skill set
 ex. few people who excel at planning, one or two key leaders and several experts
in various subjects.
 too many experts in one subject, there will be too many differing options and viewpoints.
 too many planners, you will come up with an excellent plan for execution, but you won't get
anything accomplished without the expertise of the specialists.

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3. Strong Leadership
 needed to settle disputes, set goals and keep the team on track.
 can lead without being bossy, can accomplish goals by encouraging his team and stepping in
when necessary to help, and can make suggestions for improvements with constructive
criticism.
4. Ability to Compromise
 must be able to step back from a situation and come up with a compromise.
 If group members have a "It's my way or no way at all," attitude, nothing will ever get done.
 there should be at least one member of the team who sees opportunities for compromise and
presents them to the group
 all of the parties involved must be humble enough to back down and accept a compromise from
time to time.
5. Commitment
 a commitment to the task you are doing is essential for a productive work environment.
 if any member of the team does not have the motivation to get the job done and to do it well, she
will slack on her duties and bring the rest of the team down.

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SELF CHECK No.2.3-2
Enumeration: Enumerate the answers to the following statement. Put your answers in a
separate sheet of paper.
1- 4 Elements of team growth

5 - 11 Importance of teamwork
12 - 17 Acceptable and unacceptable communication techniques

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1. Delegation
2. Efficiency
3. Ideas
4. Support
5. Fast learning
6. Workload distribution
7. Building bonds
8. Healthy competition
9. Exploring creativity
10. Job satisfaction
11. Increased speed of work
12. Communicate, communicate
13. Don't blame others
14. Support group member's ideas
15. No bragging
16. Listen actively
17. Get involved

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REPORTING PROTOCOLS
Learning Objective:
After reading this information sheet, you should be able to follow proper protocols in reporting.
Introduction
Reporting is relaying information or recounting certain events in a widely presentable form.

Reports are often conveyyed in writing, speech, television or film.
What are the Main Advantages of Report Writing ?
1. Gives consolidated & updated information

- provides consolidated, factual and an up- to-date
information about a particular matter or subject. Information
in the report is well organized and can be used for future
planning and decision making.
2. A means of internal communication

- acts as an effective means of communication within the organization. It
provides feedback to employees. It is prepared for the information and guidance of
others connected with the matter / problem.
3. Facilitates decision making and planning

- provide reliable data which can be used in the planning and decision
making process. It acts as a treasure house of reliable information for long term
planning and decision making.
4. Discloses unknown information

- provide information, which may not be known previously. The committee
members collect data, draw conclusions and provide information which will be
new to all concerned parties. Even new

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business opportunities are visible through unknown information available in the
reports.
5. Gives Information to employees

- available to managers and departments for internal use. They are widely used by the
departments for guidance. Report provide a feedback to employees and are useful for their
self-improvement.
6. Gives reliable permanent information

- information provided by a report is a permanent addition to the information
available to the office. We have census reports (prepared since last 100 years) which are
used even today for reference purpose.
7. Facilitates framing of personnel policies

- reports relating to employees are useful while preparing personnel policies such as
promotion policy, training policy and welfare facilities to employees.
8. Gives information to shareholders

- some company reports are prepared every year for the benefit of shareholders.
Annual report for example, is prepared and sent to all shareholders before the AGM. It
gives information about the progress of the company.
9. Gives information to the Registrar

- annual report and annual accounts are sent to the Registrar every year for
information. Such reports enable the government to keep supervision on the companies.
10. Solves current problems

- useful to managers while dealing with current problems faced by the company.
They provide guidance while dealing with complicated problems.
11. Helps directors to take prompt decisions

- company reports relate to internal working of the company and are extremely
useful to directors in decision making and policy framing. Reports give reliable, updated
and useful information in a compact

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form.
What are Features or Characteristics of Report ?
1. Complete and Compact Document

- a complete and compact written document giving updated information
about a specific problem.
2. Systematic Presentation of Facts

- a systematic presentation of facts, figures, conclusions and
recommendations.
- writers closely study the problem under investigation and prepare a report after
analyzing all relevant information regarding the problem.
- supported by facts and evidence; no scope for imagination in a report which is basically
a factual document.
3. Prepared in Writing
- usually in writing.
- useful for reference purpose; serves as complete, compact and self- explanatory
document over a long period.
- oral reporting is possible in the case of secret and confidential matters.
4. Provides Information and Guidance
- a valuable document which gives information and guidance to the management
while framing future policies.
- facilitates planning and decision making.
- also useful for solving problems faced by a business enterprise
5. Self-explanatory Document
- a comprehensive document and covers all aspects of the subject matter of study.
- a self-explanatory and complete document by itself.
6. Acts as a Tool of Internal Communication
- an effective tool of communication between top executives and subordinate
staff working in an organization.
- provides feedback to employees and to executives for decision making; generally
submitted to higher authorities; an example of upward communication.
- also sent by company executives to the lower levels of management; treated as
downward communication.

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- also sent to shareholders and others connected with the company.
- acts as a backbone of any system of communication.
7. Acts as Permanent Record

- serves as a permanent record relating to certain business matter. It is useful for future
reference and guidance.
8. Time Consuming and Costly Activity

- time consuming, lengthy and costly activity as it involves collection of facts, drawing
conclusion and making recommendations.
BENEFITS OF REPORTING
An effective sustainabilityreporting cycle, which includes a regular program of data collection,

communication, and responses, should benefit all reporting organizations, both internally and
externally.
Internal benefits for companies and organizations can include:
 Increased understanding of risks and opportunities

 Emphasizing the link between financial and non-financial performance
 Influencing long term management strategy and policy, and business plans
 Streamlining processes, reducing costs and improving efficiency
 Benchmarking and assessing sustainability performance with respect to laws, norms, codes,
performance standards, and voluntary initiatives
 Avoidingbeing implicated in publicized environmental, social and governance
failures
 Comparing performance internally, and between organizations and sectors External benefits of
sustainability reporting can include:
 Mitigating – or reversing – negative environmental, social and governance impacts

 Improving reputation and brand loyalty
 Enabling external stakeholders to understand the organization‘s true value, and tangible and
intangible assets
 Demonstrating how the organization influences, and is influenced by, expectations
about sustainable development

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TEAM REPORTING PROTOCOLS
A REPORT needs to include all the essential information about the anything that happens. e.g.
accident. The report-writing process begins with fact finding and ends with recommendations.
Writing any incident report involves four basic steps.
1. Find the Facts
To prepare for writing a report, gather and record all the facts and evidences. For
example:
 Date, time, and specific location of incident
 Names, job titles, and department of employees involved and immediate supervisor(s)
 Names and accounts of witnesses
 Events leading up to incident
 Exactly what employee was doing at the moment of the accident
 Environmental conditions (e.g. slippery floor, inadequate lighting, noise, etc.)
 Circumstances (including tasks, equipment, tools, materials, PPE, etc.)
 Specific injuries (including part(s) of body injured and nature and extent of injuries)
 Damage to equipment, materials, etc.
2. Determine the Sequence

Based on the facts, you should be able to determine the sequence of events.
In your report, describe this sequence in detail, including:
 Events leading up to the incident. Was the employee walking, running, bending
over, squatting, climbing, lifting operating machinery, pushing a broom, turning a valve,
using a tool, handling hazardous materials, etc.?

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 Events involved in the incident. Was the employee struck by an object or caught
in/on/between objects? Did the worker fall on the same level or from a height? Did the employee
inhale hazardous vapors or get splashed with a hazardous chemical?
 Events immediately following the incident. What did the employee do: Grab a
knee? Start limping? Hold his/her arm? Complain about back pain? Put a hand over a bleeding
wound? Also describe how other co-workers responded. Did they call for help, administer first
aid, shut down equipment, move the victim, etc.?
The incident should be described on the report in sufficient detail that any reader can clearly
picture what happened. You might consider creating a diagram to show, in a simple and visually effective
manner, the sequence of events related to the incident and include this in your incident report. You
might also wish to include photos of the scene, which may help readers follow the sequence of events.
3. Analyze
Your report should include an in-depth analysis. Causesinclude:
 Primary cause (e.g., a spill on the floor that caused a slip and fall)
 Secondary causes (e.g., employee not wearing appropriate work shoes or carrying a stack of
material that blocked vision)
 Other contributing factors (e.g., burned out light bulb in the area).
4. Recommend
Recommendations for corrective action might include immediate corrective action as well as long-
term corrective actions such as:
 Employee training on safe work practices

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

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Procedures of Team Reporting
Situation: Accident Report

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SELF CHECK No. 2.3-3
Direction: Write True if the statement is correct and False if the statement is incorrect. Write your
answers in a separate sheet of paper.
1. Reportingisrelaying information or recounting certain events conveyed in writing, speech,

television, or film.
2. Report is prepared for the information and guidance of others connected with the matter / problem.
3. Report provide reliable data which can be used in the planning and decision making
process.
4. A self-explanatory document is a written document giving updated information about a specific
problem is a characteristic of a report.
5. An effective sustainability reporting cycle, which includes a regular program of data collection,
communication, and responses, should benefit all reporting organizations, both internally and
externally.
6. Streamlining processes, reducing costs and improving efficiency are the benefits gained by
internal organizations.
7. External benefits of sustainability reporting can include mitigating – or reversing –
negative environmental, social and governance impacts.

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1. True
2. True
3. True
4. False
5. True
6. True
7. True

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ESTABLISH AND MAINTAIN EFFECTIVE RELATIONSHIPS WITH COLLEAGUES
Learning Objective:
After reading this information sheet, you should be able to identify ways to build relationship
with colleagues.
Introduction
Good working relationships give us several other benefits: our work is more enjoyable when we
have good relationships with those around us. Also, people are more likely to go along with changes that
we want to implement, and we're more innovative and creative. Because everyone has their role to play in
a company, it is important for everyone to get along – not just for the sake of the work environment,
but for the sake of the company and its success, too.
Defining a Good Relationship
There are several characteristics that make up good, healthy working relationships:
1. Trust
– the foundation of every good relationship. When you trust your team and colleagues, you
form a powerful bond that helps you work and communicate more effectively. If you trust the
people you work with, you can be open and honest in your thoughts and actions, and you don't
have to waste time and energy "watching your back."
2. Mutual Respect
– when you respect the people that you work with, you value their input and ideas, and they value
yours. Working together, you can develop solutions based on your collective insight, wisdom and
creativity.
3. Mindfulness

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– taking responsibility for your words and actions. Those who are mindful are careful and
attend to what they say, and they don't let their own negative emotions impact the people around
them.
4. Welcoming Diversity
– People with good relationships not only accept diverse people and opinions, but they
welcome them. For instance, when your friends and colleagues offer different opinions from
yours, you take the time to consider what they have to say, and factor their insights into your
decision-making.
5. Open Communication
– We communicate all day, whether we're sending emails and IMs, or meeting face-to-
face. The better and more effectively you communicate with those around you, the richer your
relationships will be. All good relationships depend on open, honest communication.
Five ways to Build Relationship with Colleagues
1. Be Honest And Communicate

- encourage people to be honest with their co-workers about having a social relationship
and communicate that you want to get to know them better in order to work better as a
team.
2. Be Likable
- don‘t completely write-off someone who isn‘t interested in building a relationship.
―Instead, be sure to keep them in the communication loop and still offer assistance and
support to work-related tasks.‖
3. Be Observant
- encourage individuals to take a look at the company‘s culture and use that as one of
the factors to inform their decision regarding if and how to engage co-workers outside of
regular work activities; if you have a good time, it can become a regular thing and help you
grow as co- workers.
4. Find A Common Interest

- most of the people who we consider close friends were strangers to us at one point; a
way to make this a little easier is to focus on an interest you both have in common.
- this common interest can be a good foundation for a positive

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relationship.‖
5. Don’t Be Afraid To Aim A Little Higher (Or Lower)

- it might be easier to build a relationship with a co-worker who holds the same working
status as you, it doesn‘t mean you can‘t try to build a relationship with a co-worker who
outranks you – or even one you outrank – in the company.
- ranks in companies do change. The person who was once in charge of you may not
be if you‘re someone who plans on growing within the company. If the ranks between co-
workers are reversed, having already established a positive relationship makes the
transition run more smoothly.
SELF CHECK No.2.3-4
1–5 What are the characteristics of a good and healthy relationships? 6 – 10
What are the ways to build relationship with colleagues?

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1. Trust
2. Mutual Respect
3. Mindfulness
4. Welcoming Diversity
5. Open Communication
6. Be Honest And Communicate
7. Be Likable
8. Be Observant
9. Find A Common Interest
10. Don‘t Be Afraid To Aim A Little Higher (Or Lower)

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WORK IN A SOCIALLY DIVERSE ENVIRONMENT
Learning Objective:
After reading this information sheet, you should be able to understand how to work with
customers and colleagues from diverse background.
Introduction
Many workplaces are staffed with people from various cultures. Also staff interacts with and
serves people from different nations and cultural backgrounds. It is vital that all these people, whether
staff and customers, are treated with respect and sensitivity.
The diversity of customers and colleagues
People are different. There are a number of things that make us all different, including:
 The way they live – including where and how they live
 Values and principles – the importance placed on people, actions and things, and
personal guidelines for living life
 Educational background – how far they got through schooling, and whether or not they did any
further education
 Sporting interests – whether they play sport, or whether they are even interested in sport
and which sport
 Food and beverage tastes – do they drink alcohol or prefer juice, do they eat red meat or are they
vegetarian?
 Lifestyle background – what car do they drive, where have they worked?
 Place of birth – which country where they born in?

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 Styles of communication – what is their preferred communication medium and method?
 Religious beliefs – who or what do they believe in?
 What is their preferred language?
All of these factors and a whole lot more, combine to produce a world full of different people. It
is critical to remember that just because these people are different to you doesn‘t make them any
better or worse. They are just different. In your industry workplace you must, therefore, make sure that
any personal bias is not allowed to adversely influence and affect the way you interact with such
individuals.
Valuing customers and colleagues
An essential element of working in a socially diverse environment is to make sure that customers
and colleagues feel valued. This means making sure that they know and that we demonstrate in practical
terms that those people are important to the business and that the business appreciates their presence.
As an individual worker within a business you must therefore make sure other staff
understand that you place worth on their:
 Working abilities and skills
 Workplace and product knowledge
 Experience within the industry, customers and other relevant stakeholders including
management, authorities and suppliers
 Their contribution to discussions – such as Occupational Safety and Health (OSH), general
work planning, suggestions and input to daily workplace activities
 Achievement of team and workplace goals.
The key to doing this is that the value you place on these coworkers should be based on them as
an individual and not influenced by any irrelevant issues such as age, gender, race or disabilities. Make
sure all customers understand you place worth on their:
 Presence on the premises

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 The money they spend with us
 The other customers they bring to the business
Respect and sensitivity Respect and sensitivity are two of the characteristics we should display
towards colleagues and customers when demonstrating the value we place on them.
Respect
 Holding that person in high regard for who they are, not what they are; acknowledging
them for being who they are
 Being deferential in the way the person is treated – as in the saying ‗treating the person with
respect"
 Showing courtesy to the person
Sensitivity
 Identifying what their cultural or social background is

 Determining what special considerations should be given to that person
 Taking action to ensure that their specific cultural needs are met to the best of your ability, in-line
with your other workrelated obligations.
 Knowing that another person merits consideration based on their cultural or social background,
and accommodating that need
Learning about different cultural requirements
1. Attend a cultural awareness program

These classes explain cultural needs, wants and preferences and advise you in
relation to a range of things such as:
 Basic greetings and phrases
 Body language of that country – what is acceptable and what is not, what may be offensive
and things to avoid
 General expectations of people from that country – in terms of service, formality, food
and beverages, visitor expectations
 History of their country
 Basic geographical awareness

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 Contributions made by that country to the world Religious issues and observations
Values and value systems
 Customs and taboos
 Beliefs
 Role and importance of family
2. Talk to people from different cultures and countries

Many people are eager to share their culture when they find an interested person.
You might find a suitable person:
 On the staff where you work
 Amongst the customers you deal with
 Amongst your friends
 Amongst the network of contacts you should start developing as part of your professional
role within the industry
 Working with an industry stakeholder – this may be a supplier, service agency,
government body or peak industry body.
3. Reading books, watching DVDs and getting on-line

There are lots of excellent books about different cultures and newspapers can also be
a great source of information. Travel documentaries provide a good background for
understanding too. Searching the ‗net for various cultures or support services is also a good
way to go.
4. Visit embassies and consulates of various countries

You may wish to visit the embassies or consulates of key countries that are
important to your business. They will be able to provide you with literature or may be
able to meet and chat to you.
Keys in factoring in appropriate verbal and non-verbal communication when dealing with people
from another culture include:
 Identify the country and culture
 Take time to plan what to say and how to say it
 Be mindful of your body language – most non-verbal communication is spontaneous

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 Avoid industry and establishment jargon
 Avoid local expressions
 Avoid complex statements Give the person your full attention
 Use alternative communication strategies to support the verbal communication
 Be alert to feedback from the other person – especially in regard to identifying when
something you may have said or done has given unintended offence.
DEAL WITH CROSS CULTURAL MISUNDERSTANDINGS
In relation to working effectively and successfully in a socially diverse environment,

‗conflict and misunderstanding‘ must be given a very broad interpretation and definition.
Conflict or a misunderstanding
Anything that upsets another person, whether that person is a customer or colleague. There are
degrees of it ranging from being mildly upset all the way through to outright anger and rage.
Addressing workplace conflict and misunderstanding properly and as early as possible seeks to:
 Keep all conflict and misunderstanding at the ‗mild‘ end of the spectrum
 Clarify any perceptions that arose due to misunderstanding
 Rectify the situation to the greatest extent possible, given the circumstances that applied.
Possible causes of conflict and misunderstanding
There are a number of key areas that can cause conflict misunderstanding in the workplace. If a
message is not interpreted in the way the sender intended, problems can easily arise.
Difficulties or conflict can also arise out of misunderstandings due to:

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 Poor communication
 Lack of communication
 Intolerance
 Impatience
 Poor judgement
 Conflicting personal values, beliefs and opinions
 Personal prejudices.
Examples of situations that can cause conflict or misunderstanding:
 Welcoming guests – due to the body language used or an incorrect attempt to use a foreign
language to greet people. The informal or formal manner used by different people can readily
give offence or if an Asian or German guest is referred to by their first name. Similarly, a
handshake can cause embarrassment to some guests who prefer a brief bow instead
 Giving directions or instructions – where the use of even simple language and
gestures leads to confusion or the wrong message being received by the guest
 Answering questions – where the necessary complexity of a response causes
misunderstanding and frustration
 Serving customers – for example, offence may be caused in the following situations:
a. Offering an alcoholic drink to someone whose religion forbids the

consumption of liquor
b. Recommending pork or shellfish dishes to certain customers
c. Serving beef-based dishes to certain customers

 Describing products, services and facilities – especially where the description is
somewhat excessive and leads the guest to false expectations. Many overseas visitors have a
strict time constraint on their time and anything that wastes this precious commodity is
definitely frowned on
 Working with colleagues – the pressure of work sometimes gives rise to a comment or
‗look‘ that is easily misinterpreted. There is always a need to act

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professionally while at work in order, amongst other things, to prevent these situations arising
 Socialising with colleagues after work – even in a social setting, it is possible to
give unintended offence by a look or a statement that is deemed by the other party to be
offensive or inappropriate.

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SELF CHECK No.2.3-5
1 – 10 What are the things that make people differ from one another? 11-15 Give
examples of situations that can cause conflict or
misunderstanding in the workplace.

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1. The way they live

2. Values and principles
3. Educational background
4. Sporting interests
5. Food and beverage tastes
6. Lifestyle background
7. Place of birth
8. Styles of communication
9. Religious beliefs
10. What is their preferred language?
11. Welcoming guests
12. Giving directions or instructions
13. Answering questions
14. Serving customers
15. Describing products, services and facilities

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TASK SHEET 2.3
Building a Light House
Performance objective:
This activity aims to use effective communication in the interactions as a team and
helps them understand the essence of working in a team.
EQUIPMENT, TOOLS AND MATERIALS:
1. A4 size plain white paper

2. Scotch tape
STEPS/PROCEDURE:
1. Group yourselves with 4 to 5 members. Discuss and plan on how you are going to
build a lighthouse thereby forming a lighthouse layout.
2. Assign a leader for your group. Each member should have a designated part
of the lighthouse to build.
3. Using your layout as a guide, assemble together each part of the lighthouse when
complete.
4. After the task, submit your output to trainer for discussion and scoring.
Criteria for scoring:
Appearance – 25 pts
Durability – 30 pts
Height – 25 pts
Time of speed – 20 pts
Total Points- 100 pts

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ASSESMENT METHOD
Demonstration Group
Discussion Questioning

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PERFORMANCE CRITERIA CHECKLIST 2.3
CRITERIA Yes No
1. Used effective and appropriate forms of communications and interactions

with each team members to achieve team objectives
2. Carry out contributions made to complement team objectives, based

on individual skills and competencies
3. Collaborate each team member contributions
4. Submit output to be discussed

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COMPETENCY BASED

ELECTRICAL AND ELECTRONICS

Welcome to the Module ―Working in a Team Environment”. This module contains

The unit of competency “Work in a Team Environment” contains the

Module 2– Date Developed Date Pages

Recognition of Prior Learning (RPL)

 Been working for some time

Module 2– Date Developed Date Pages

Module 2– Date Developed Date Pages

No. Unit of Competency Module Title Code

Participate in Workplace Participating in Workplace

Work in a Team Working in a Team

Practice Career Practicing Career Professionalism

Practice Occupational Practicing Occupational Health

Module 2– Date Developed Date Pages

Information Sheet 2.2-1 – Team Role and Responsibilities 22

Performance Criteria Checklist 2.2 31

Learning Outcome # 3 – Work as a Team Member 32

Module 2– Date Developed Date Pages

Information Sheet 2.3-3 - Reporting Protocols 55

Task Sheet 2.3 77

Performance Criteria Checklist 2.2 78

Module 2– Date Developed Date Pages

UNIT OF COMPETENCY : Work in a Team Environment

MODULE TITLE : Working in a Team Environment

NOMINAL DURATION : 3 hours

At the end of this module you MUST be able to:

LO1. Describe team role and scope

Module 2– Date Developed Date Pages

Module 2– Date Developed Date Pages

Student/ trainee must be provided with the following:

2. TOOLS, ACCESSORIES AND SUPPLIES

 LCD Projector (optional)

 Video (if applicable)

Module 2– Date Developed Date Pages

Module 2– Date Developed Date Pages

Learning Outcome 1: Describe Team Role and Scope

LEARNING ACTIVITIES SPECIAL INSTRUCTIONS

Evaluate your own work using the

Module 2– Date Developed Date Pages

TEAM, OBJECTIVES, PARAMETERS AND ROLE

After reading this INFORMATION SHEET, you must be able to:

1. Differentiate team from a group.

Module 2– Date Developed Date Pages

Unique Characteristics of a Team:

 Must have an agreement or a reason for working together.

Eight (8) dimensions

Module 2– Date Developed Date Pages

Module 2– Date Developed Date Pages

Why are team objectives important?

 Team objectives are the basis of the team‘s planned work.

Module 2– Date Developed Date Pages

4. Shaper: Challenging, dynamic, thrives on pressure. Drive and courage to overcome

6. Completer-Finisher: Painstaking, conscientious. Seeks errors and

7. Plant: Creative, imaginative, unorthodox. Able to solve difficult problems.

8. Specialist: Single-minded, self-starting, dedicated. Provides knowledge and

9. Monitor-Evaluator: Sober, strategic, discerning. Sees and evaluates options. Judges

Module 2– Date Developed Date Pages

 Standard operating and/or other workplace procedures

Module 2– Date Developed Date Pages

Module 2– Date Developed Date Pages

Module 2– Date Developed Date Pages

Title and description: Word Scramble

Performance Objective: Its purpose is to demonstrate the importance of cooperation in