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

COMPUTER HARDWARE SERVICING NC II Red Link Institute of Science and Technology

Maintaining computer Systems and networks

Date Developed: May 02, 2013

Issued by:

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Developed by: John Mark Sadiasa Leonardo Manuel

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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 fillup 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.

Red Link Institute of Science and Technology

COMPUTER HARDWARE SERVICING NC II



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DIRECTION FOR USE OF THE CBLM

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





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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.

NO

UNIT OF COMPETENCIES

MODULE TITLE

workplace 500311105

1

Participate in communication

2

Work in a team Environment

Working in a team Environment

500311106

3

Practice career Professionalism

Practicing career Professionalism

500311107

4

Practice Occupational health and safety procedures

Practicing Occupational health and safety procedures

500311108


workplace Participating in communication

CODE




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MODULE CONTENT MODULES OF INSTRUCTIONS

UNIT OF COMPETENCY MODULE TITLE

: WORK IN A TEAM ENVIRONMENT : 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.





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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. 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:





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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

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 1. Read Information 2.1-1 on Team Work

Special Instructions Sheet If you have some problem on the 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 2.12 on Team Role

If you have some problem on the 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





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5. . Read Information Sheet 2.1-3 on Role and Responsibilities with team environment








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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?





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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 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





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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.





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

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





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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 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 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





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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

Multiple Choice: Choose the letter of the correct answer from the given choices.

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. b. c. d.

Shaper Plant Coordinator 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. b. c. d.

Coordinator Shaper Implementer Team worker

4.One who is most aware of the others in the team, their needs and their concerns





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a. b. c. d.

Implementer Worker Tosser 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. 2. 3. 4. 5.

c a b d 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.





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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 Executive Sponsor


1. Defines the team's Charter approved by a Strategy Council which controls/supports crossfunctional teams. 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/kickoff 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.




Group Control or Override 1. Decide who should be invited to subsequent meetings. 2. Request specific meetings which Sponsor should attend or not attend.

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10. Clarify whether different people carry different "weight" in discussions and decisions. Coordinator /Chairp erson /Leader


1. Recruits members to join the team. 2. Greets team members as they 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, 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




1. Agree on how much time to spend on each topic.

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team. 10. Arranges for refreshments food, travel, lodging, etc. for team members. Facilitator

1. Interrupts the meeting to remind the group about a process concern. 2. Evaluates norms and methods used during the meeting. 3. Between meetings, coaches individual team members. 4. Mediates conflict among individuals within the group.

1. Agree on specific meetings which Facilitator should attend or not attend.

5. Collects and summarizes anonymous questionaires and ballots. Team

Member s


1. Notify Coordinator about not being able to attend a meeting. 2. Bring individual calendars/schedules, distributions received, and personal notes to the meeting. 3. Bring name tags or name tents when appropriate.




1. Define what precautions are needed to maintain an appropriate level of confidentiality. 2. Define rules for members to follow.

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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 assignments between meetings. 14. Brief members who are absent. Timekeeper


1. Brings a timer to meetings.




1. Stop presentation to "Call the Question" -take a vote whether to Document No.



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2. room are calibrated to a 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).

continue.

7. Interrupts group with a "Point of Order" to announce end of time. Scribe


1. Brings large format papers and dry-erase pens to meetings. 2. Puts title and date on each sheet of paper produced by the team. 3. Legibly writes what the group verbalizes onto flip-chart paper or whiteboard. COMPUTER HARDWARE SERVICING NC II



1. Agree on whether items should be written down or not. The term Minutes of a meeting orginates from the Latin minutus, meaning “small”, because they are meant to be short Document No.



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4. Posts flip-chart paper or white-board. 5. Ensures that charts match Notes taken by Note taker.

and quick.

6. Gives charts to Note taker. Note taker

1. Agree on whether notes need to be typed up. 2. Review notes for mistakes/omissions.

1. Brings blank note paper and writing instruments to meetings. 2. Takes legible notes during team meetings.

3. Agree on whether specific entries should be in or out of the notes.

3. If necessary, types up 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.

Publisher


1. Sends invitations to those invited to the meeting. 2. Makes copies for team before, during, and after meetings. 3. Maintains the team's Distribution List. COMPUTER HARDWARE SERVICING NC II



1. Agree on who should be invited to the meeting. 2. Agree on who is on the team's Distribution List. 3. Approve who receives the team's Document No.



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4. Procures/Provides binders and binds papers as needed. 5. Provides copies of the team's Distribution List. 6. Ensures that recipients actually received publications.

Distribution List. 4. Agree on binding and distribution methods and styles.

7. Brings enough extra copies to team meetings. Technician /Faciliti es Manage r

1. Brings extra bulbs and other supplies to the meeting. 2. Makes sure equipment operates properly x minutes before the start of the meeting. 3. Monitors environmental conditions (heat, etc.).

1. Agree on what the desired environmental conditions.

4. Adjusts thermostats as needed or as anticipated. Presenter(s)


1. Bring presentation materials (overhead foils, flip charts, etc.) 2. Make sure equipment operates properly x minutes before the start of the meeting. 3. If new, provide Coordinator with a statement of introduction.




1. Approve the objectives of the presentation. 2. Ask questions only when appropriate. 3. Provide feedback to Presenter(s).

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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.

SELF CHECK 2.1-3

Multiple Choice: Choose the letter of the correct answer from the given choices.

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





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

Publisher Presenter Manager Note taker

4. Ensures that charts match Notes taken by Note taker a. Scribes b. Presenter c. Note taker d. Trainer

5. Greet a. b. c. d.

other members of the team. Presenter Time keeper Worker Team member

ANSWER KEY 2.1-3 1.c 2. a 3. b 4. a





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5. d

LEARNING OUTCOME 2 -DESCRIBE WORK AS TEAM MEMBER

1 CONTENTS : -

Communication process





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-

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 CD’s

METHODOLOGIES: Group Discussion/ Interaction Simulation Demonstration ASSESSMENT METHODS: Observation of work activities Observation through simulation or role play





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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 don’t hesitate to approach your Process 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 2.2-1


3. Read Information Sheet 2.22 on Team Structure/Team Roles






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5. . Read Information Sheet 2.2-3 on Role and Responsibilities with team environment








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INFORMATION SHEET # 2.2-1 COMMUNICATION PROCESS Learning objectives: 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





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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





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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 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 teammate suggest 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





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2.True 3. False 4. False 5. True





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INFORMATION SHEET 2.2-2 TEAM STRUCTURE/TEAM ROLES

Learning objectives:

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.





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 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, feed back, 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. 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.





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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





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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, subgroups, 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.





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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 2.2-2 Multiple Choice: Choose the letter of the correct answer from the given choices.

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 d. Compromising role 3. the team member strengthens confidence and trust. a. Involving role b. Listening role c. Supporting role d. Compromising role 4.encourage group members to express themselves a.Involving role





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b.Listening role c.Supporting role d.Compromising role

INFORMATION SHEET 2.2-3 GROUP PLANNING AND DECISION MAKING Learning objectives: 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 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 decisionmaking 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





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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 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.





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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 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





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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 timeconsuming 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 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





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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. 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





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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





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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 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.





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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 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





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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 2.2-3

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



Demonstration

Written

Third party report

The evidence must show that the candidate…

Question/interview

Ways in which evidence will be collected

Identified role and objectives of the team





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

Identified team responsibilities



Identified individual role and responsibilities within team environment Recognized and identified roles and responsibilities of other team members Identified reporting relationships within team and external team

 

parameters,relationships

and

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 methods – Work in a Team Environment [Pls. check () appropriate box]





Satisfactory

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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:

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: Date Developed: May 02, 2013

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Assessor’s signature:

Date:

WRITTEN TEST

INSTITUTIONAL EVALUATION Write TRUE if the statement is correct and write FALSE if the statement is incorrect.





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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.

ANSWER KEY





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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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