2 Work in A Team Environment

COMPETENCY BASED LEARNING MATERIAL

SECTOR:
AGRICULTURE AND FISHERIES
QUALIFICATION TITLE:
FISH CAPTURE NCII
COMPETENCY:
BASIC COMPETENCY

Unit of Competency:
WORK IN A TEAM ENVIRONMENT

Module Title:
WORKING IN A TEAM ENVIRONMENT
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: 3 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.
9. Development of team work plans based from on team are contributed.
METHODOLOGIES:
Group discussion
Interaction
Lecture
Reportorial
ASSESSMENT METHODS
Written Test
Practical/Performance Test
Interview
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CONDITIONS:
The students/trainees must be provided with the following:
Workplace
Manuals
Handouts
Info Sheets
Videos
LEARNING EXPERIENCES
Learning Outcome 2 - Describe and identify team role and responsibility in a team.
Learning activities Special Instructions
If you have some problem on the content of

the information sheet don’t hesitate to
1. Read Information Sheet 2.1 on Team approach your facilitator.
Work 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
Refer your answer to answer key 2.1

approach your facilitator.
3. Read Information Sheet 2..2 on Team
If you feel that you are now knowledgeable
Role
module
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approach your facilitator.
5. Read Information Sheet 2.3 on Role and
If you feel that you are now knowledgeable
Responsibilities with team environment
module
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INFORMATION SHEET. 2.1
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 cooperative. This is normally described as teamwork. An organization is viewed as a
network of teams, temporary and permanent.
For a team to achieve it’s 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
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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.
• 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 communication, group meetings and so on. This will enable team members
of the group to work together and achieve the team’s purpose and goals.
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SELF CHECK 2.1
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
SELF CHECK ANSWER KEY 2.1
1. d
2. a
3. d
4. c
5. b
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INFORMATION SHEET 2.2
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:
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.
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Resource investigator
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 organized 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
are 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.
SELF CHECK 2.2
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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
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 2.2
1. c
2. a
3. b
4. d
5. b
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INFORMATION SHEET # 2.3
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 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.
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Individual Responsibilities Group Control or Override
1. Defines the team's Charter 1. Decide who should be invited to
Executive approved by a Strategy Council subsequent meetings.
Sponsor 2. Request specific meetings which
which controls/supports cross-
Sponsor should attend or not
functional teams.
attend.
2. Recruits the team's Coordinator.
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. Recruits members to join the 1. Agree on how much time to

Coordinator spend on each topic.
team.
/Chairperson
2. Greets team members as they
/Leader
arrive.
3. Calls the meeting to order at the
appointed start time.
4. During the meeting, controls the
order of 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,
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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. Interrupts the meeting to remind 1. Agree on specific meetings

Facilitator the group about a process which Facilitator should attend
concern. 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 questionnaires and
ballots.
1. Notify Coordinator about not 1. Define what precautions are

Team being able to attend a meeting. needed to maintain an
Members appropriate level of
2. Bring individual
confidentiality.
calendars/schedules,
2. Define rules for members to
distributions received, and follow.
personal notes to the 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.
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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 assignments between
meetings.
14. Brief members who are absent.
1. Brings a timer to meetings. 1. Stop presentation to "Call the

Timekeeper 2. Room are calibrated to a Question" -- take a vote whether
common standard Ensures that to continue.
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. Brings large format papers and 1. Agree on whether items should

Scribe be written down or not.
dry-erase pens to meetings.
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2. Puts title and date on each sheet The term Minutes of a meeting
of paper produced by the team. originates from the Latin
3. Legibly writes what the group minutus, meaning “small”,
because they are meant to be
verbalizes onto flip-chart paper
short and quick.
or white-board.
4. Posts flip-chart paper or white-
board.
5. Ensures that charts match Notes
taken by Note taker.
6. Gives charts to Note taker.
1. Brings blank note paper and 1. Agree on whether notes need to

Note taker writing instruments to meetings. be typed up.
2. Takes legible notes during team 2. Review notes for
mistakes/omissions.
meetings.
3. Agree on whether specific
3. If necessary, types up notes. entries should be in or out of the
notes.
1. Brings team's Archive Binder(s) -

Librarian 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 those invited 1. Agree on who should be invited

Publisher to the meeting. to the meeting.
2. Makes copies for team before, 2. Agree on who is on the team's
during, and after meetings. Distribution List.
3. Maintains the team's 3. Approve who receives the
Distribution List. team's Distribution List.
4. Procures/Provides binders and 4. Agree on binding and
binds papers as needed. distribution methods and styles.
5. Provides copies of the team's
Distribution List.
6. Ensures that recipients actually
received publications.
7. Brings enough extra copies to
team meetings.
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1. Brings extra bulbs and other 1. Agree on what the desired
Technician supplies to the meeting. environmental conditions.
/Facilities
2. Makes sure equipment operates
Manager
properly x minutes before the
start of the meeting.
3. Monitors environmental
conditions (heat, etc.).
4. Adjusts thermostats as needed
or as anticipated.
1. Bring presentation materials 1. Approve the objectives of the

Presenter(s) (overhead foils, flip charts, etc.) presentation.
2. Make sure equipment operates 2. Ask questions only when
properly x minutes before the appropriate.
start of the meeting. 3. Provide feedback to
3. If new, provide Coordinator with Presenter(s).
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.
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.
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SELF CHECK 2.3
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
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 2.3
1.c
2. a
3. b
4. a
5. d
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LEARNING OUTCOME 2.2 DESCRIBE WORK AS TEAM MEMBER
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:
Learning guides
Transparencies
Videos
METHODOLOGIES:
Group Discussion/ Interaction

Simulation
Demonstration
ASSESSMENT METHODS:
Observation of work activities

Observation through simulation or role play
LEARNING EXPERIENCES
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Learning Outcome 2.2 DESCRIBE WORK AS TEAM MEMBER
Learning activities Special Instructions
1. Read Information Sheet 2.2 on If you have some problem on the content of the
Communication Process 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 2.2 Refer your answer to answer key 2.2
3. Read Information Sheet 2.3 on Team If you have some problem on the content of the
Structure/Team Roles information sheet don’t hesitate to approach your
facilitator.
5. Read Information Sheet 2.4 on Role and If you have some problem on the content of the
Responsibilities with team environment information sheet don’t hesitate to approach your
facilitator.
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INFORMATION SHEET # 2.2 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. 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 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
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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.
SELF CHECK 2.2
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 teammate 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.
ANSWER KEY 2.2
1. True
2. True
3. False
4. False
5. True
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INFORMATION SHEET 2.3 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 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.
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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.
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,
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sub-groups, with members from each of the conflicting groups, can now be 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.
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.
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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 2.3
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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INFORMATION SHEET 2.4
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:
1. Identify the particular problem or situation- what the problem or situation is; analyze it, find
its causes, determine its 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 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.
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
impassable because of high water.
5. Test the selected solution or course of action so as to find out how workable the solution is.
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Types of Group Decision-making
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 dynamics of these group decision-making 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 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 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--group decision-making method is that in which
someone suggests an 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 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
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 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 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 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.
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 others have remained silent. If asked how they concluded there was agreement, chances
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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, 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 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.
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 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 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 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-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 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.
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 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 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 be defined by the
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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 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 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 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 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.
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 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 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?
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.
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 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 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 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 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 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
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not be rational. Therefore, it is important 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 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 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."
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.
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 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 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 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 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?
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, 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 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. 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 from expecting it to always produce the right answers.
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SELF CHECK 2.4
1.What are the actual steps in a decision made by a group?
ANSWER KEY 2.4
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
INSTRUMENT FOR INSTITUTIONAL ASSESSMENT
EVIDENCE PLAN
Qualification Title
Unit of Competency
Ways in which evidence will
be collected
Demonstrati
Question/in
Third party
Written
terview
report
on
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 team

environment
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• 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 assessment
Not
methods – Work in a Team Environment Satisfactory
Satisfactory
[Pls. check (✓) appropriate box]
A. Demonstration with Oral Questioning
B. Written Exam
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:
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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:
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.
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.
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ANSWER KEY
1. True
2. True
3. False
4. True
5. False
6. False
7. True
8. True
9. False
10. True
References:
Fernando, et.al. New Perspective in English One. Philippines: RBSI, 2005.

Warriner’s English Grammar and Composition. USA:
http://www.io.com/~hcexres/textbook/techreps.html
http://faculty.washington.edu/ezent/imsc.htm
http://www.english-grammar-revolution.com/sentence-construction.html
http://www.effective-communication.net/
http://www.wikipedia.com
http://www.UOTTAWA.COM
http://www.Elcstudyzone.com
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COMPETENCY BASED LEARNING MATERIAL

UNIT OF COMPETENCY : WORK IN A TEAM ENVIRONMENT

NOMINAL DURATION: 3 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.

The students/trainees must be provided with the following:

If you have some problem on the content of

If you have some problem on the content of

Refer your answer to answer key 2.2

4. Answer self-check for 2.2

Refer your answer to answer key 2.3

6. Answer self-check for 2.3

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

Skills needed for teamwork

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

5. The general theme of teamwork

SELF CHECK ANSWER KEY 2.1

1. Describe and identify the different roles of a team

SELF CHECK 2.2

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

5. A person who sticks to deadline and likes to get on with things

• Be enthusiastic and committed to the team's purpose.

1. Recruits members to join the 1. Agree on how much time to

1. Interrupts the meeting to remind 1. Agree on specific meetings

1. Notify Coordinator about not 1. Define what precautions are

1. Brings a timer to meetings. 1. Stop presentation to "Call the

1. Brings large format papers and 1. Agree on whether items should

1. Brings blank note paper and 1. Agree on whether notes need to

1. Brings team's Archive Binder(s) -

1. Sends invitations to those invited 1. Agree on who should be invited

1. Bring presentation materials 1. Approve the objectives of the

1. Monitors environmental conditions

2. Makes copies for team before, during and after meetings

ANSWER KEY 2.3

1. Appropriate forms of communication and interactions are undertaken.

The students/ trainees must be provided with the following:

Group Discussion/ Interaction

Observation of work activities

1. Be more aware of the importance of communication in a

Effective communication is an essential component of organizational success whether it is at

It is also very important to understand that a majoring of communication is non-verbal. This

Don't Blame Others

Support Group Member's Ideas

SELF CHECK 2.2

ANSWER KEY 2.2

2. Able to apply inter personal skills

Team and Individual

To perform effectively a team requires three different types of skills:

➢ It needs people with technical expertise.

Intra Group Development

Essential Team Roles

2. It is a role that is necessary for cooperation and collaboration.

3. The team member strengthens confidence and trust.

4. Encourage group members to express themselves