CBLM Work in A Team Environment

Unit of Competency:
Sector:
Qualification:
WORK IN A TEAM ENVIRONMENT
Module Title:
WORKING IN A TEAM ENVIRONMENT
TECHNICAL EDUCATION AND SKILLS DEVELOPMENT

AUTHORITY
Isabela School of Arts and Trades
Ilagan, Isabela
WORKING IN A TEAM Date Developed: Document No.

November 2010 Issued by: Page No.
ENVIRONMENT Developed by:
Revision # 02
Bhelynda A. Gonzales
Nenita Seruelas
ISAT- TESDA
QA
SYSTEM
a
How to Use This Competency – Based Learning Material
Welcome to the competency – based learning material on “Work in a

Team Environment.” This contains training materials, information sheets
and activities for you to read and accomplish.
The unit of competency “work in a team environment” covers the
skills, knowledge and attitude to identify the roles and responsibilities of a
team member.
You will be required to read reference materials or information sheets
and go through some activities in order for you to achieve each learning
outcome. You will do these activities at your own face and then answer the
self-check at the end of each information sheet. If you have questions
please feel free to ask your trainer for assistance.
Instruction Sheets:
 Information Sheet – this will provide you with information (concepts,
principles and other relevant information) needed in performing
certain activities.
 Worksheet – worksheets are the different forms that you need to fill-
up in certain activities that you performed.
Recognition of prior Learning (RPL)
You may have some knowledge and skills in this particular unit of
competency because you have had training in this area or you have worked
in an industry for sometimes.
If you feel that you already have the skills/knowledge in this
competency or if you have a certificate from previous training, you may
show it to your trainer and have your prior learning formally recognized.
A Trainee Record Book (TRB) is provided for you to record important
dates, jobs undertaken and other workplace events that will assist you in
providing further details to your trainer.
DIRECTION FOR USE OF THE CBLM
Date Developed: Document No.

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WORKING IN A TEAM Bhelynda A. Gonzales
ENVIRONMENT Nenita Seruelas
Revision # 02
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This module was prepared to help you achieve the required
competency: Work in a Team Environment. This will be the source of
information for you to acquire the knowledge and skills in this particular
module with minimum supervision or help from your trainer. With the aid
of this material, you will acquire the competency independently and at your
own pace.
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 covers all the skills and knowledge you need to successfully
complete in this module.
Work through all the information sheets and complete the activities
in each section. Do what is asked in the INSTRUCTIONAL SHEETS ,
ACTIVITY 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.
Ask for help.
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.
Talk to more experienced 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 the module.
As you work through the activities, ask for written feedback on your
progress. Your trainer gives feedback/pre-assessment reports for this
reason. When you have successfully completed each element or learning
outcome, ask your trainer to mark on the reports that you are ready for
assessment.
When you have completed this module and feel confident that you
have had sufficient practice, your trainer will schedule you for the
institutional assessment. The result of your assessment/evaluation will be
recorded in your COMPETENCY ACHIEVEMENT RECORD.

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NO UNIT OF COMPETENCIES MODULE TITLE CODE
1 Participate in workplace Participating in workplace 500311105
communication communication
2 Work in a team Working in a team 500311106
Environment Environment
3 Practice career Practicing career 500311107
Professionalism Professionalism
4 Practice Occupational health Practicing Occupational health 500311108
and safety procedures and safety procedures

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MODULE CONTENT
MODULES OF INSTRUCTIONS
UNIT OF COMPETENCY : WORK IN A TEAM ENVIRONMENT

MODULE TITLE : WORKING IN A TEAM ENVIRONMENT
INTRODUCTION :This module covers the skills, knowledge,

and attitudes to identify role and responsibility as a member of a team
NOMINAL DURATION: 16 hours
SUMMARY OF LEARNING OUTCOMES:
At the end of the module you must be able to:

LO1. Describe and identify team role and responsibility in a team.
LO2. Describe work as a team member.
ASSESSMENT CRITERIA:
1. Role and objective of the team are identified.

2. Team parameters, relationships and responsibilities are
identified. Individual role and responsibilities within the team
environment are identified.
3. Individual role and responsibilities within team environment are
identified.
4. Roles and responsibilities of other team members are identified
and recognized.
5. Reporting relationships within team and external to team are
identified.
6. Appropriate forms of communication and interactions are
undertaken.
7. Appropriate contributions to complement team activities and
objectives are made.
8. Reporting using standard operating procedures is followed.

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9. Development of team work plans based from on team are
contributed.
PREREQUISITE : None
LEARNING OUTCOME 1
DESCRIBE AND IDENTIFY TEAM ROLE AND RESPONSIBILITY IN A

TEAM
CONTENTS:
Team Work
Team Role
Role and responsibilities
ASSESSMENT CRITERIA:
1. Role and objective of the team are identified.

2. Team parameters, relationships and responsibilities are
identified. Individual role and responsibilities within the team
environment are identified.
3. Individual role and responsibilities within team environment are
identified.
4. Roles and responsibilities of other team members are identified
and recognized.
5. Reporting relationships within team and external to team are
identified
CONDITIONS:
The students/trainees must be provided with the following:
Workplace
CD,VCD,tapes
Manuals
Handouts
Info Sheets

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ASSESSMENT METHODS
Written Examination
Observation
Simulation
Role Playing

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LEARNING EXPERIENCES
Learning Outcome 1 - Describe and identify team role and

responsibility in a team.
Learning activities Special Instructions
1. Read Information Sheet If you have some problem on the

2.1-1 on Team Work content of the information sheet
don’t hesitate to approach your
facilitator.
If you feel that you are now
knowledgeable on the content of
the information sheet, you can
now answer self check provided in
the module
2. Answer self-check for 2.1-1 Refer your answer to answer

key 2.1-1
3. Read Information Sheet 2.1- If you have some problem on the

2 on Team Role content of the information sheet
facilitator.
the module

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4. Answer self-check for 2.1-2 Refer your answer to answer key
2.1-1
5. . Read Information Sheet 2.1-3 If you have some problem on the

on Role and Responsibilities with content of the information sheet
team environment don’t hesitate to approach your
facilitator.
the module

2.1-1

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INFORMATION SHEET. 2.1-1
BUILDING RELATIONSHIP AND TEAM WORK
Learning Objectives:
1. Define team and its importance to a certain organization.

2. Identify the skills needed for teamwork
What is Team?
A Team is a group of people working together to achieve common

objectives and willing to forego individual autonomy to the extent necessary
to achieve those objectives.
A smallest team consists of 2 people and the upper limit can be to the
size of the organization. The whole organization can work as a team if its
members develop a common style of working i.e., constructive and

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cooperative. This is normally described as teamwork. An organization is
viewed as a network of teams, temporary and permanent.
For a team to achieve its common objectives, its members should
share its objectives and be identified wholeheartedly with them. By joining
a team, the individual member “signs on” the team’s objectives, he enters
into a contract as a condition of becoming a member of the team. A team
member is willing to forego personal autonomy to the extent necessary to
achieve common objectives, by joining a team one has to limit his freedom
to do as he likes.
There cannot be a team without a leader who has ultimate responsibility

for deciding the degree to which autonomy of the team member has to be
constrained. He has to exercise his responsibility in a way that it does not
erode the commitment of the team members. He needs to establish the
constraints through a consultation process of problem solving and
negotiations.
Skills needed for teamwork
Aside from any required technical proficiency, a wide variety of social skills
are desirable for successful teamwork, including:
 Listening - it is important to listen to other people's ideas. When

people are allowed to freely express their ideas, these initial ideas will
produce other ideas.
 Questioning - it is important to ask questions, interact, and discuss
the objectives of the team.

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 Persuading - individuals are encouraged to exchange, defend, and
then to ultimately rethink their ideas.
 Respecting - it is important to treat others with respect and to
support their ideas.
 Helping - it is crucial to help one's coworkers, which is the general
theme of teamwork.
 Sharing - it is important to share with the team to create an
environment of teamwork.
 Participating - all members of the team are encouraged to participate
in the team.
 Communication - For a team to work effectively it is essential team
members acquire communication skills and use effective
communication channels between one another e.g. using email, viral
communcation, group meetings and so on. This will enable team
members of the group to work together and achieve the teams
purpose and goals.

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SELF CHECK 2.1-1
Multiple Choice: Choose the letter of the correct answer from the given choices.
1. A teamwork skill which treats others with respect
a. Listening
b. Communication
c. Sharing
d. Respecting
2. Needed for a team to work effectively
a. Communication
b. Persuasion
c. Participation
d. Sharing
3.Consist of two people in an organization
a. team
b. largest team
c. thing
d. smallest team
4. A group of people working together to achieve common objectives and

willing to forego individual autonomy to the extent necessary to achieve

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a. tines
b. teens
c. teams
d. times
5. The general theme of teamwork
a. searching
b. helping
c. persuading
d. sharing

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SELF CHECK ANSWER KEY 2.1-1
1. d
2. a
3. d
4. c
5. b

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INFORMATION SHEET 2.1-2
TEAM ROLES
Learning objective:
1. Describe and identify the different roles of a team
Meredith Belbin (1993) basing on his research proposed nine roles that
successful teams should have:

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Coordinator
This person will have a clear view of the team objectives and will be
skilled at inviting the contribution of team members in achieving
these, rather than just pushing his or her own view. The coordinator
(or chairperson) is self disciplined and applies this discipline to the
team. They are confident and mature, and will summarize the view of
the group and will be prepared to take a decision on the basis of this.
Shaper
The shaper is full of drive to make things happen and get things
going. In doing this they are quite happy to push their own views
forward, do not mind being challenged and are always ready to
challenge others. The shaper looks for the pattern in discussions and
tries to pull things together into something feasible which the team
can then get to work on.
Plant
This member is the one who is most likely to come out with original
ideas and challenge the traditional way of thinking about things.
Sometimes they become so imaginative and creative that the team
cannot see the relevance of what they are saying. However, without
the plant to scatter the seeds of new ideas the team will often find it
difficult to make any headway. The plant’s strength is in providing
major new insights and ideas for changes in direction and not in
contributing to the detail of what needs to be done.
Resource investigator

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The resource investigator is the group member with the strongest
contacts and networks, and is excellent at bringing in information
and support from the outside. This member can be very enthusiastic
in pursuit of the team’s goals, but cannot always sustain this
enthusiasm.
Implementer
The individual who is a company worker is well organised and
effective at turning big ideas into manageable tasks and plans that
can be achieved. Such individuals are both logical and disciplined in
their approach. They are hardworking and methodical but may have
some difficulty in being flexible.
Team worker
The team worker is the one who is most aware of the others in the
team, their needs and their concerns. They are sensitive and
supportive of other people’s efforts, and try to promote harmony and
reduce conflict. Team workers are particularly important when the
team is experiencing a stressful or difficult period.
Completer
As the title suggests, the completer is the one who drives the
deadlines and makes sure they will achieved. The completer usually
communicates a sense of urgency which galvanises other team
members into action. They are conscientious and effective at
checking the details, which is a vital contribution, but sometimes get
‘bogged down’ in them.
Monitor evaluator
The monitor evaluator is good at seeing all the options. They have a
strategic perspective and can judge situations accurately. The
monitor evaluator can be overcritical and is not usually good at
inspiring and encouraging others.
Specialist
This person provides specialist skills and knowledge and has a
dedicated and single-minded approach. They can adopt a very narrow
perspective and sometimes fail to see the whole picture.
Finisher
A person who sticks to deadline and likes to get on with things, Will
probably be irritated by the more relaxed member of the team.

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SELF CHECK 2.1-2
1.This person will have a clear view of the team objectives and will be
skilled at inviting the contribution of team members in achieving these,
rather than just pushing his or her own view.
a. Shaper
b. Plant
c. Coordinator
d. Resource investigator

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2.They are hardworking and methodical but may have some difficulty in
being flexible.
a. Implementer
b. Shaper
c. Team worker
d. Completer
3.Full of drive to make things happen and get things going.
a. Coordinator
b. Shaper
c. Implementer
d. Team worker
4.One who is most aware of the others in the team, their needs and their
concerns
a. Implementer
b. Worker
c. Tosser
d. Team worker
5.A person who sticks to deadline and likes to get on with things
a. Completer
b. Finisher
c.Implementer
d.shaper

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SELF CHECK ASWER KEY 2.1-2
1. c
2. a
3. b
4. d
5. b

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INFORMATION SHEET # 2.1-3
Team Roles and Responsibilities
Learning objectives:
1. Learn and apply the team roles and responsibilities.
2. Know the specific responsibilities of team members in a team.
Working in groups is a very common phenomenon in the private

sector and government agencies. It is important that each member of a
team to 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. There
are many ways in which members of a team can contribute. Some may lead
with key concepts; others may supply key details; while others may assist

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in sharpening or further development of certain details or concepts. It is
expected that you will discuss your individual efforts with other members of
the team. You may also discuss the problem with class members from other
teams, but not to the exclusion of the members of your own team.
Team members don't have specific responsibilities, but their

participation is critical to the team's success. Team members must
agree to:
 Be enthusiastic and committed to the team's purpose.
 Be honest and keep any confidential information behind closed doors.
 Share responsibility to rotate through other team roles like facilitator,
recorder, and timekeeper.
 Share knowledge and expertise and not withhold information.
 Ask questions, even seemingly "dumb" ones. Often the new
perspective of "inexperienced" team members can provide insight.
 Fulfill duties in between meetings.
 Respect the opinions and positions of others on the team, even if the
person has an opposing view or different opinion.
Individual Responsibilities Group Control or Override

1. Decide who should be
Executive 1. Defines the team's invited to subsequent
Sponsor Charter approved by a meetings.
Strategy Council which

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controls/supports cross- 2. Request specific
functional teams. meetings which
2. Recruits the team's Sponsor should
Coordinator. attend or not attend.
3. Recommends potential
members for the team.
4. Requests budget of time
from managers of
potential team members.
5. Decides who should be
invited to the
initial/kick-off meeting.
6. Introduces team
members to each other.
7. Explains to the team the
need for their
contributions and how
their work fits within the
organization as a whole.
8. Reports the progress of
the team to a Strategy
Council.
9. Resolves conflicts the
team has with other
groups.
10. Clarify whether

different people carry
different "weight" in
discussions and
decisions.
1. Agree on how much
Coordinator 1. Recruits members to join time to spend on
/Chairp the team. each topic.
erson 2. Greets team members as
/Leader they arrive.
3. Calls the meeting to
order at the appointed
start time.
4. During the meeting,
controls the order of

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events.
5. Proposes Agenda topics
and how much time
should be devoted to
each topic.
6. Concludes the meeting at
the appointed ending
time.
7. Clarifies the method for
making decisions
(consensus, voice vote,
anonymous ballots, etc.)
before discussions begin.
8. Creates and maintains
team Project Plans (e.g.,
flow charts).
9. Anticipates, seeks, and
reserves support
services needed by the
team.
10. Arranges for

refreshments food,
travel, lodging, etc. for
team members.
1. Agree on specific
Facilitator 1. Interrupts the meeting to meetings which
remind the group about a Facilitator should
process concern. attend or not attend.
2. Evaluates norms and
methods used during the
meeting.
3. Between meetings,
coaches individual team
members.
4. Mediates conflict among
individuals within the
group.
5. Collects and summarizes

anonymous

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questionaires and
ballots.
1. Define what
Team 1. Notify Coordinator about precautions are
Member not being able to attend a needed to maintain an
s meeting. appropriate level of
2. Bring individual confidentiality.
calendars/schedules,
distributions received, 2. Define rules for
and personal notes to the members to follow.
meeting.
3. Bring name tags or name
tents when appropriate.
4. Arrive at meetings prior
to the start time.
5. Help in room setup when
needed.
6. Turn electronics
(beepers, phones, etc.) off
tone mode during
meetings.
7. Greet other members of
the team.
8. Write questions and
comments down to
participate when
appropriate.
9. Clarify concerns before
identifying solution
options.
10. Focus on creatively
addressing interests
rather than selling
specific
options/positions.
11. Clean up the room
(align chairs, discard
trash, etc.) before leaving.
12. Respect requests
for confidentiality.
13. Complete

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assignments between
meetings.
14. Brief members who

are absent.
1. Stop presentation to
Timekeeper 1. Brings a timer to "Call the Question" --
meetings. take a vote whether to
2. room are calibrated to a continue.
common standard
Ensures that clocks in
the meeting.
3. Before the meeting starts,
announces "x minutes
before the meeting".
4. Says "the meeting has
started" at the appointed
start of the meeting.
5. If the meeting has not
started, says "the
meeting started x
minutes ago" every 5
minutes.
6. Communicates to
presenters how much
time is remaining (e.g.,
10 minutes, 5 minutes, 2
minutes, 1 minute, 30
seconds).
7. Interrupts group with a

"Point of Order" to
announce end of time.
1. Agree on whether
Scribe 1. Brings large format items should be
papers and dry-erase written down or not.
pens to meetings.
2. Puts title and date on The term Minutes of
each sheet of paper a meeting orginates
produced by the team. from the Latin
3. Legibly writes what the minutus, meaning

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group verbalizes onto
flip-chart paper or white- “small”, because they
board. are meant to be short
4. Posts flip-chart paper or and quick.
white-board.
5. Ensures that charts
match Notes taken by
Note taker.
6. Gives charts to Note

taker.
1. Agree on whether
Note taker 1. Brings blank note paper notes need to be typed
and writing instruments up.
to meetings. 2. Review notes for
2. Takes legible notes mistakes/omissions.
during team meetings.
3. Agree on whether
3. If necessary, types up specific entries should
notes. be in or out of the
notes.
-
Librarian 1. Brings team's Archive
Binder(s) to meetings (or
arranges someone else to
bring it/them).
2. Looks up and reads

information from
archives during team
meetings.
1. Sends invitations to 1. Agree on who should
Publisher those invited to the be invited to the
meeting. meeting.
2. Makes copies for team 2. Agree on who is on
before, during, and after the team's
meetings. Distribution List.
3. Maintains the team's 3. Approve who receives
Distribution List. the team's
4. Procures/Provides

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binders and binds papers Distribution List.
as needed.
5. Provides copies of the 4. Agree on binding and
team's Distribution List. distribution methods
6. Ensures that recipients and styles.
actually received
publications.
7. Brings enough extra

copies to team meetings.
1. Agree on what the
Technician 1. Brings extra bulbs and desired environmental
/Faciliti other supplies to the conditions.
es meeting.
2. Makes sure equipment
Manage operates properly x
r minutes before the start
of the meeting.
3. Monitors environmental
conditions (heat, etc.).
4. Adjusts thermostats as
needed or as anticipated.
1. Bring presentation 1. Approve the objectives
Presenter(s) materials (overhead foils, of the presentation.
flip charts, etc.) 2. Ask questions only
2. Make sure equipment when appropriate.
operates properly x
minutes before the start 3. Provide feedback to
of the meeting. Presenter(s).
3. If new, provide
Coordinator with a
statement of
introduction.
4. Request adjustments to
lighting, sound levels,
etc.
5. Organize information
logically -- in chunks.
6. Make transitions of topic
logically easy to follow.

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7. Define what
important/specialized
words mean.
8. Provide concrete
examples
9. Explain why -- reasons
for statements and
questions.
10. Provide written

back-up to verbally
presented information.
SELF CHECK 2.1-3
1. Monitors environmental conditions

a. Publisher
b. Presenter
c. Technician/Facilities manager
d. Note taker
2. Makes copies for team before, during and after meetings

a. Publisher
b. Manager
c. Presenter
d. Note taker
3. Make sure equipment operates properly x minutes before the start of
the meeting.
a. Publisher
b. Presenter
c. Manager
d. Note taker

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4. Ensures that charts match Notes taken by Note taker
a. Scribes
b. Presenter
c. Note taker
d. Trainer
5. Greet other members of the team.

a. Presenter
b. Time keeper
c. Worker
d. Team member
ANSWER KEY 2.1-3
1.c
2. a
3. b
4. a
5. d

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LEARNING OUTCOME 2 -DESCRIBE WORK AS TEAM MEMBER
1 CONTENTS :
- Communication process
- Team structure/team roles
- Group planning and decision making
ASSESSMENT CRITERIA :
1. Appropriate forms of communication and interactions are

undertaken.
2. Appropriate contributions to complement team activities and
objectives are made.
3. Reporting using standard operating procedures is followed.
4. Development of team work plans based from on team are
contributed.
CONDITIONS :
The students/ trainees must be provided with the following:

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Learning guides
Transparencies
CD’s
Group Discussion/ Interaction

Simulation
Demonstration
ASSESSMENT METHODS:
Observation of work activities

Observation through simulation or role play
LEARNING EXPERIENCES
Learning Outcome 2- DESCRIBE WORK AS TEAM MEMBER
Learning activities Special Instructions
1. Read Information Sheet If you have some problem on the

2.2-1 on Communication content of the information sheet
Process don’t hesitate to approach your
facilitator.
the module
2. Answer self-check for 2.2-1 Refer your answer to answer

key 2.2-1

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3. Read Information Sheet 2.2- If you have some problem on the
2 on Team Structure/Team Roles content of the information sheet
facilitator.
the module

2.2-2
5. . Read Information Sheet 2.2-3 If you have some problem on the

on Role and Responsibilities with content of the information sheet
team environment don’t hesitate to approach your
facilitator.
the module

2.2-3

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INFORMATION SHEET # 2.2-1
COMMUNICATION PROCESS
1. Be more aware of the importance of communication in a

team
2. Apply the importance of good communication
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. Trainee often show disinterest in
school by avoiding eye contact or sitting back in their chairs with their
arms folded across their chests during instruction. Staff members may
indicate that they have time to talk but they may show disinterest by
making themselves busy to something unimportant while you are trying to
talk. Conversely, a smiling, nodding face indicates that the listener is
interested in what we are saying and encourages us to continue.

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Communication includes a broad range of actions which help the students
work more effectively with their teachers.
Effective communication is an essential component of

organizational success whether it is at the interpersonal, intergroup, intra
group, organizational, or external levels.
It is also very important to understand that a majoring of

communication is non-verbal. This means that when we attribute meaning
to what someone else is saying, the verbal part of the message actually
means less than the non-verbal part. The non-verbal part includes such
things as body language and tone.

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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.
Don't Blame Others

People in your group lose respect for you if you're constantly blaming others
for not meeting deadlines. You're not fooling anyone, people know who isn't
pulling his weight in a group. 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.
Support Group Member's Ideas

If a teammate suggests something, always consider it – even if it's the

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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.
No Bragging
It's one thing to rejoice in your successes with the group, but don't act like
a superstar. Doing this will make others regret your personal successes and
may create tension within the group. 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.
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.
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.

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SELF CHECK 2.2-1
Write TRUE if the statement is correct and write FALSE if the statement is incorrect.
1. If you're unclear about something that's been said, ask for

more information to clear up any confusion before moving on
2. Effective communication is an essential component of
organizational success.
3. If a team mate suggests something, do not consider it.
4. You have to brag to let people know that you have done a good
job
5. Communication is the ability to share information with people.

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ANSWER KEY 2.2-1
1.True
2.True
3. False
4. False
5. True

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TEAM STRUCTURE/TEAM ROLES
1. Use high interaction among members of the team to increase trust

and openness.
2. Able to apply inter personal skills
Team and Individual
In a team, individual members tend to be highly aware of their

responsibility, whether it stems from social pressure or the fulfillment 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.
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.
To perform effectively a team requires three different types of skills:
 It needs people with technical expertise.

 It needs people with the problem solving and decision making skills
to be able to identify problems, generate alternatives, evaluate those
alternatives and make competent choices.
 Teams need people with good listening, feedback, conflict resolution
and other inter personal skills.
No team can achieve its performance – potential without developing all

three types of skills. The mix is crucial. Too much of one at the expense of

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others will result in lower team performance. But team doesn’t need to
have all the complementary skills in place at the beginning.
It is not uncommon for one or more members to take responsibility to learn

the skills in which the group is deficient, thereby allowing the team to reach
its full potential.
Intra Group Development
The activities considered in team building typically include goal setting,

development of interpersonal relations among team members role analysis
to clarify each member’s role and responsibilities and team process
analysis. Of course team building may emphasize or exclude certain
activities depending on the purpose of the development effort and the
specific problems with which the team is confronted. Basically, however
team building attempts to use high interaction among members to increase
trust and openness.
It may be beneficial to begin by having members attempt to define the goals

and priorities of the team. This will bring to the surface different
perceptions of what the team’s purpose may be. Following this, members
can evaluate the team’s performance – how effective are they in structuring
priorities and achieving their goals? This should identify potential problem
areas. This self critique discussion of means and ends can be done with
members of the total present or, where large size impinges on a free
interchange of views, may initially take place in smaller groups followed up
by the sharing of their findings with the total team.
Team building can also address itself to clarifying each member’s role on
the team. Each role can be identified and clarified. Previous ambiguities
can be brought to the surface. For some individuals, it may offer one of the
few opportunities they have had to think through thoroughly what their job
is all about and what specific tasks they are expected to carry out if the
team is to optimize its effectiveness.

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Inter-group Development
Inter-group development seeks to change the attitudes, stereotypes, and

perceptions that groups have of each other. For example, in one company,
the engineers saw the accounting department as composed of shy and
conservative types, and the human resources department as having as
bunched of “ultraliberals who are more concerned that some protected
group of employees might get their feelings hurt than with the company
making a profit.” Such stereotypes can have an obvious negative impact on
the coordinative efforts between the departments.
Although there are several approaches for improving inter-group relations,

a popular method emphasizes problem solving. In this method, each group
meets independently to develop lists of its perception of itself, the other
group, and how it believes the other group perceives it. The groups then
share their list, after which similarities and differences are discussed.
Differences are clearly articulated, and the groups look for the causes of the
disparities.
Are the groups’ goals at odds? Were perceptions distorted? On what basis
were stereotypes formulated? Have some differences been caused by
misunderstandings of intention? Have words and concepts been defined
differently by each group? Answers to questions like these clarify the exact
nature of the conflict. Once the causes of the difficulty have been
identified, the groups can move to the integration phase – working to
develop solutions that will improve relations between the groups, sub-
groups, with members from each of the conflicting groups, can now be

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created for further diagnosis and to begin to formulate possible alternative
actions that will improve relations.
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.

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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.

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SELF CHECK 2.2-2
1. This role consists of asking questions of other members to "bring

out" or stimulate each team member.
a. Involving role
b. Listening role
c. Supporting role
d. Compromising role
2. It is a role that is necessary for cooperation and collaboration.
a. Involving role
b. Listening role
c. Supporting role
3. the team member strengthens confidence and trust.
a. Involving role
b. Listening role
c. Supporting role
4.encourage group members to express themselves
a.Involving role
b.Listening role
c.Supporting role

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d.Compromising role
GROUP PLANNING AND DECISION MAKING
1. Identify the different types of group decision making

2. Learn the procedures in effective discussion
For effective group

discussion, you must
follow some
procedures:

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1. Identify the
particular problem or
situation- what the
problem or situation
is; analyze it, find its
causes, determine its
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seriousness, and
decide whether or not
it is something
deserving attention.
2. Establish a criteria
or course of action
leading to a workable
solution. For example,
in a flood calamity,
you must determine
the time, the effort,
and the money that
will be involved in
helping the flood
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victims as acceptable
solutions to solve the
crisis.
3. Research possible
solutions or courses of
action – this implies
using interviews,
library work,
observation,
experiment-actions as
tools for arriving at
valid conclusions and
solutions to the
problem at hand.
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4. Evaluate proposed
solutions or courses of
action for the purpose
of selecting one to be
tested, i.e. test each
proposed solution for
effectivity of results.
For example, using
helicopters to bring
food, medicine, and
clothing to the people
in the flooded areas
that had remained

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impassable because of
high water.
5. Test the selected
solution or course of
action so as to find out
how workable the
solution is.
Types of Group
Decision-making

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Abstract- Many
managers like to
believe that they are
accomplished in such
group decision-making
processes as action
planning, goal setting
and problem-solving.
However, their ability
to implement such
techniques effectively
is often hindered by
their lack of
understanding of the
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dynamics of these
processes. As a result,
these managers often
end up perpetuating
problems that they
themselves create
through their
insensitivity to the
needs of other group
members. Hence,
instead of achieving a
consensus, such
managers only serve
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their own interests by
leading the group to
situations such as
decision-making by
lack of response or by
authority role.
Sometimes, they lead
the group toward
decision-making by
minority rule or by
majority role, as the
case might be. The
better way to achieve
consensus would be
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for them to track how
decisions are made
and ensure that they
are achieved by true
consultation.
Decision By Lack of
Response (The "Plop"
Method)
The most common--and
perhaps least visible--
method is that in which
someone suggests an
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idea and, before anyone
else has said anything
about it, someone else
suggests another idea,
until the group
eventually finds one it
will act on. This results
in shooting down the
original idea before it has
really been considered.
All the ideas that are
bypassed have, in a
sense, been rejected by
the group. But because
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the "rejections" have
been simply a common
decision not to support
the idea, the proposers
feel that their
suggestions have
"plopped." The floors of
most conference rooms
are littered with "plops."
Decision by Authority
Rule

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Many groups start out
with--or quickly set up--
a power structure that
makes it clear that the
chairman (or someone
else in authority) will
make the ultimate
decision. The group can
generate ideas and hold
free discussion, but at
any time the chairman
may say that, having
heard the discussion, he
or she has decided upon
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a given plan. Whether
this method is effective
depends a great deal
upon whether the
chairman is a sufficiently
good listener to have
culled the right
information on which to
make the decision.
Furthermore, if the
group must also
implement the decision,
then the authority-rule
method produces a bare
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minimum of involvement
by the group (basically,
they will do it because
they have to, not
necessarily because they
want to). Hence it
undermines the potential
quality of
implementation.
Decision by Minority
Rule
One of the most-often-
heard complaints of
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group members is that
they feel "railroaded" into
some decision. Usually,
this feeling results from
one, two, or three people
employing tactics that
produce action--and
therefore must be
considered decisions--
but which are taken
without the consent of
the majority.

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A single person can
"enforce" a decision,
particularly if he or she
is in some kind of
chairmanship role, by
not giving opposition an
opportunity to build up.
For example, the
manager might consult a
few members on even the
most seemingly
insignificant step and
may get either a negative
or positive reaction. The
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others have remained
silent. If asked how they
concluded there was
agreement, chances are
they will say, "Silence
means consent, doesn't
it? Everyone has a
chance to voice
opposition." If the group
members are interviewed
later, however, it
sometimes is discovered
that an actual majority
was against a given idea,
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but that each one
hesitated to speak up
because she thought
that all the other silent
ones were for it. They too
were trapped by "silence
means consent."
Finally, a common form
of minority rule is for two
or more members to
come to a quick and
powerful agreement on a
course of action, then
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challenge the group with
a quick, "Does anyone
object?," and, if no one
raises their voice within
two seconds, they
proceed with "Let's go
ahead then." Again the
trap is the assumption
that silence means
consent.

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Decision by Majority
Rule (Voting and
Polling)
More familiar decision-
making procedures are
often taken for granted
as applying to any group
situation because they
reflect our political
system. One simple
version is to poll
everyone's opinion
following some period of
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discussion. If the
majority of participants
feels the same way, it is
often assumed that is
the decision. The other
method is the more
formal one of stating a
clear alternative and
asking for votes in favor
of it, votes against it, and
abstentions.
On the surface, this
method seems
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completely sound, but
surprisingly often it
turns out that decisions
made by this method are
not well implemented,
even by the group that
made the decision. What
is wrong? Typically, it
turns out that two kinds
of psychological barriers
exist:
First, the minority
members often feel there
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was an insufficient
period of discussion for
them to really get their
point of view across;
hence they feel
misunderstood and
sometimes resentful.
Second, the minority
members often feel that
the voting has created
two camps within the
group and that these
camps are now in a win-
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lose competition: The
minority feels that their
camp lost the first
round, but that it is just
a matter of time until it
can regroup, pick up
some support and win
the next time a vote
comes up.
In other words, voting
creates coalitions, and
the preoccupation of the
losing coalition is not
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how to implement what
the majority wants, but
how to win the next
battle. If voting is to be
used, the group must be
sure that it has created a
climate in which
members feel they have
had their day in court--
and where all members
feel obligated to go along
with the majority
decision.

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The Better Way
Because there are time
constraints in coming to
a group decision and
because there is no
perfect system, a
decision by consensus is
one of the most effective
methods. Unfortunately,
it is one of the most
time- consuming
techniques for group
decision-making. It is
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also quite important to
understand that
consensus is not the
same thing as
unanimity. Rather, it is a
state of affairs where
communications have
been sufficiently open
(and the group climate
has been sufficiently
supportive) to make
everyone in the group
feel that they have had
their fair chance to
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influence the decision.
Someone then tests for
the "sense of the
meeting," carefully
avoiding formal
procedures like voting. If
there is a clear
alternative to which most
members subscribe and
if those who oppose it
feel they have had their
chance to influence, then
a consensus exists.
Operationally, it would
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be defined by the fact
that those members who
would not take the
majority alternative
nevertheless understand
it clearly and are
prepared to support it in
deference to any others
that are probably about
as good.
In order to achieve such
a condition, time must
be allowed by the group
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for all members to state
their opposition--and to
state it fully enough to
get the feeling that
others really do
understand them. This
condition is essential if
they are later to free
themselves of the
preoccupation that they
could have gotten their
point of view across if
others had understood
what they really had in
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mind. Only by careful
listening to the
opposition can such
feelings be forestalled,
thereby allowing effective
group decisions to be
reached.
Of course, recognizing
the several types of
group decision-making is
only part of the process.
Managers must be
specific in their
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approach to the one that
is best in their own
situation.
What are the actual
steps in a decision
made by a group?
1. Identify the Problem.
Tell specifically what the
problem is and how you
experience it. Cite
specific examples.
"Own" the problem as
yours -- and solicit the
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help of others in solving
it, rather than implying
that it's someone else's
problem that they ought
to solve. Keep in mind
that if it were someone
else's problem, they
would be bringing it up
for discussion.

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In the identification
phase of problem-
solving, avoid references
to solutions. This can
trigger disagreement too
early in the process and
prevent the group from
ever making meaningful
progress.
Once there seems to be a
fairly clear
understanding of what
the problem is, this
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definition should be
written in very precise
language. If a group is
involved, it should be
displayed on a flip chart
or chalkboard.
2. Clarify the Problem.
This step is most
important when working
with a group of people. If
the problem is not
adequately clarified so
that everyone views it
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the same, the result will
be that people will offer
solutions to different
problems. To clarify the
problem, ask someone in
the group to paraphrase
the problem as they
understand it. Then ask
the other group
members if they see it
essentially the same
way. Any differences
must be resolved before
going any further.
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In clarifying the problem,
ask the group the
following questions: Who
is involved with the
problem? Who is likely to
be affected? Can we get
them involved in solving
the problem? Who
legitimately or logically
should be included in
the decision? Are there
others who need to be
consulted prior to a
decision?
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These questions assume
that commitment from
those involved (and
affected by the problem)
is desirable in
implementing any
changes or solutions.
The best way to get this
commitment is to
include those involved
and affected by the
problem in determining
solutions.

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3. Analyze the Cause.
Any deviation from what
should be is produced by
a cause or interaction of
causes. In order to
change "what is" to
"what is wanted," it is
usually necessary to
remove or neutralize the
cause in some way. This
calls for precise isolation
of the most central or
basic cause (or causes)
of the problem and
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requires close analysis of
the problem to clearly
separate the influencing
from the non-influencing
factors.
This is probably an
easier process to follow
when dealing with
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problems involving
physical things rather
than with interpersonal
or social issues.
Typically, interpersonal
and social problems are
more likely to spring
from a dynamic
constellation of causes
that will be more difficult
to solve if the causes are
only tackled one at a
time. Still, whether
dealing with physical or
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social problems, it is
important to seek those
causes that are most
fundamental in
producing the problem.
Don't waste energy on
causes that have only a
tangential effect.
4. Solicit Alternative
Solutions To the
Problem. This step calls
for identifying as many
solutions to the problem
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as possible before
discussing the specific
advantages and
disadvantages of each.
What happens frequently
in problem-solving is
that the first two or three
suggested solutions are
debated and discussed
for the full time allowed
for the entire problem-
solving session. As a
result, many worthwhile
ideas are never identified
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or considered. By
identifying many
solutions, a superior
idea often surfaces that
reduces or even
eliminates the need for
discussing details of
more debatable issues.
These solutions may be
logical attacks at the
cause or they may be
creative solutions that
need not be rational.
Therefore, it is important
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at this step to limit the
time spent discussing
any one solution and to
concentrate instead on
announcing as many as
possible.
5. Selecting One or
More Alternatives for
Action. Before selecting
specific alternatives for
action, it is advisable to
identify criteria the
desired solution must
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meet. This can eliminate
unnecessary discussion
and help focus the group
toward the solution (or
solutions) that will most
likely work.
At this point, it becomes
necessary to look for and
discuss the advantages
and disadvantages of
options that appear
viable. The task is for the
group members to come
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to a mutual agreement
on which solutions to
actually put into action.
It is desirable for positive
comments to be
encouraged (and
negative comments to be
ignored or even
discouraged) about any
of the solutions. One
solution should be the
best, of course, but none
should be labeled as a
"bad idea."
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6. Plan for
Implementation. This
requires looking at the
details that must be
performed by someone
for a solution to be
effectively activated.
Once the required steps
are identified, it means
assigning these to
someone for action: it
also means setting a
time for completion.

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Not to be forgotten when
developing the
implementation plan:
Who needs to be
informed of this action?
7. Clarify the Contract.
This is to insure that
everyone clearly
understands what the
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agreement is that people
will do to implement a
solution. It is a
summation and re
statement of what people
had agreed to do and
when it is expected they
will have it done. It rules
out possible
misinterpretation of
expectations.
8. The Action Plan.
Plans are only
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intellectual exercises
unless they are
transformed into action.
This calls for people
assigned responsibility
for any part of the plan
to carry out their
assignments according
to the agreed upon
contract. This is the
phase of problem-
solving that calls for
people to do what they
have said they would do.
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9. Provide for
Evaluation And
Accountability. After
the plan has been
implemented and
sufficient time has
elapsed for it to have an
effect, the group should
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reconvene and discuss
evaluation and
accountability. Have the
agreed upon actions
been carried out? Have
people done what they
said they would do?
If they have not
accomplished their
assignments, it is
possible that they ran
into trouble that must be
considered. Or it may be
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that they simply need to
be reminded or held
accountable for not
having lived up to their
end of the contract. Once
the actions have been
completed, it is
necessary to assess their
effectiveness. Did the
solution work? If not,
can a revision make it
work? What actions are
necessary to implement
changes?
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Other Considerations
Keeping adequate
records of all steps
completed (especially
brainstorming) can allow
energy to be "recycled."
Falling back on thinking
that was previously done
makes it unnecessary to
"plow the same ground
twice."
When entering into
problem-solving,
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remember that it is
unlikely that the best
solution will be found on
the first attempt. Good
problem- solving can be
viewed as working like a
guidance system: The
awareness of the
problem is an indication
of being "off course,"
requiring a correction in
direction. The exact form
the correction is to take
is what problem-solving
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is aimed at deciding. But
once the correction (the
implemented solution) is
made, it is possible that,
after evaluation, it will
prove to be erroneous--
perhaps even throwing
you farther off course
than in the beginning.
If this happens, the task
becomes to immediately
compute what new
course will be effective.
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Several course
corrections may be
necessary before getting
back on track to where
you want to go. Still,
once the desired course
is attained, careful
monitoring is required to
avoid drifting off course
again unknowingly.
Viewing problem-solving
in this realistic manner
can save a lot of the
frustration that comes
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from expecting it to
always produce the right
answers.

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SELF CHECK 2.2-3
1.What are the actual steps in a decision made by a group?

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ANSWER KEY 2.2-3
1."Own" the problem as yours
2. Clarify the Problem.
3. Analyze the Cause.
4. Solicit Alternative Solutions To the Problem
5. Selecting One or More Alternatives for Action

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INSTRUMENT FOR INSTITUTIONAL ASSESSMENT
EVIDENCE PLAN
Qualification Title
Unit of Competency
Ways in which evidence
will be collected
Third party report
Demonstration
Question/interview
Written
The evidence must show that the candidate…

 Identified role and objectives of the team
 Identified team parameters,relationships and
responsibilities
 Identified individual role and responsibilities within

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team environment
 Recognized and identified roles and responsibilities of
other team members
 Identified reporting relationships within team and
external team
Achieved appropriate forms of communications and
interactions
Made appropriate contributions to complement team
activities
Followed reporting using standard operating procedures
Contributed development of team work plans
COMPETENCY ASSESSMENT RESULTS SUMMARY
Candidate’s Name:
Assessor’s Name:
Qualification:
Date of Assessment:
Assessment Center:
The performance of the candidate in the following
Not
assessment methods – Work in a Team Environment Satisfactory
Satisfactory
[Pls. check () appropriate box]
A. Demonstration with Oral Questioning
B. Written Exam

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Did the candidate's overall performance meet the required
evidences/ standards?
OVERALL EVALUATION COMPETENT NOT YET COMPETENT
Recommendation
For re-assessment. _______________________________________________________
For submission of document. Pls. specify (Portfolio Document) _____________________
For issuance of COC ______________________________________________________
General Comments [Strengths / Improvements needed]
Candidate’s signature:
Date:
Assessor’s signature: Date:
Recommendation
For re-assessment. _______________________________________________________
For submission of document. Pls. specify (Portfolio Document) _____________________
For issuance of COC ______________________________________________________
General Comments [Strengths / Improvements needed]
Candidate’s signature:
Date:
Assessor’s signature: Date:

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WRITTEN TEST
INSTITUTIONAL EVALUATION
Write TRUE if the statement is correct and write FALSE if the statement is
incorrect.
1. The ability to share information to others is called communication.

2. When entering into problem-solving, it is unlikely that the best
solution will be found on the first attempt.
3. Compromising does not lead to team productivity.
4. Take the time to help your fellow teammates, no matter the request.
5. Do not respect the opinions of others in the team.
6. Fulfilling duties in between meetings of the team is not necessary.
7. Communication is very important in a team work
8. The better way to achieve consensus would be for them to track how
decisions are made and ensure that they are achieved by true
consultation.

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9. Inactive listeners encourage group members to express themselves.
10.Team building can also address itself to clarifying each member’s role
on the team.
ANSWER KEY
1. True
2. True
3. False
4. True
5. False
6. False
7. True
8. True
9. False
10.True

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CBLM Work in A Team Environment

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Unit of Competency:

TECHNICAL EDUCATION AND SKILLS DEVELOPMENT

WORKING IN A TEAM Date Developed: Document No.

Welcome to the competency – based learning material on “Work in a

Recognition of prior Learning (RPL)

DIRECTION FOR USE OF THE CBLM

Date Developed: Document No.

Talk to more experienced workmates and ask for their guidance.

Date Developed: Document No.

Date Developed: Document No.

UNIT OF COMPETENCY : WORK IN A TEAM ENVIRONMENT

INTRODUCTION :This module covers the skills, knowledge,

NOMINAL DURATION: 16 hours

SUMMARY OF LEARNING OUTCOMES:

At the end of the module you must be able to:

LO2. Describe work as a team member.

1. Role and objective of the team are identified.

Date Developed: Document No.

DESCRIBE AND IDENTIFY TEAM ROLE AND RESPONSIBILITY IN A

1. Role and objective of the team are identified.

The students/trainees must be provided with the following:

Date Developed: Document No.

Date Developed: Document No.

Learning Outcome 1 - Describe and identify team role and

Learning activities Special Instructions

1. Read Information Sheet If you have some problem on the

2. Answer self-check for 2.1-1 Refer your answer to answer

3. Read Information Sheet 2.1- If you have some problem on the

Date Developed: Document No.

5. . Read Information Sheet 2.1-3 If you have some problem on the

6. Answer self-check for 2.1-3 Refer your answer to answer key

Date Developed: Document No.

1. Define team and its importance to a certain organization.

A Team is a group of people working together to achieve common

Date Developed: Document No.

There cannot be a team without a leader who has ultimate responsibility

Skills needed for teamwork

 Listening - it is important to listen to other people's ideas. When

Date Developed: Document No.

Date Developed: Document No.

1. A teamwork skill which treats others with respect

2. Needed for a team to work effectively

3.Consist of two people in an organization

4. A group of people working together to achieve common objectives and

Date Developed: Document No.

5. The general theme of teamwork

Date Developed: Document No.

Date Developed: Document No.

1. Describe and identify the different roles of a team

Date Developed: Document No.

Date Developed: Document No.

Date Developed: Document No.

Date Developed: Document No.

3.Full of drive to make things happen and get things going.

Date Developed: Document No.

Date Developed: Document No.

Working in groups is a very common phenomenon in the private

Date Developed: Document No.

Team members don't have specific responsibilities, but their

Individual Responsibilities Group Control or Override

Date Developed: Document No.

10. Clarify whether

Date Developed: Document No.