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CBLM Basic2
CBLM Basic2
CBLM Basic2
Unit of Competency:
WORK IN A TEAM ENVIRONMENT
Module Title:
WORKING IN A TEAM ENVIRONMENT Document No.
Date Developed:
Issued by: Page No.
WORKING INGLOBAL
A TEAM SITE FORby:IT STUDIES, INC.
Developed
ENVIRONMENT
Zone 1 Balagbag Milaor, Camarines Sur
Revision # 02
How to Use This Competency – Based Learning Material
Instruction Sheets:
Information Sheet – this will provide you with information (concepts,
principles and other relevant information) needed in performing
certain activities.
Worksheet – worksheets are the different forms that you need to fill-
up in certain activities that you performed.
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.
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.
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.
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
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.
MODULES OF INSTRUCTIONS
ASSESSMENT CRITERIA:
PREREQUISITE : None
CONTENTS:
Team Work
Team Role
Role and responsibilities
ASSESSMENT CRITERIA:
CONDITIONS:
ASSESSMENT METHODS
Written Examination
Observation
Simulation
Role Playing
Learning Objectives:
What is Team?
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
Aside from any required technical proficiency, a wide variety of social skills
are desirable for successful teamwork, including:
Multiple Choice: Choose the letter of the correct answer from the given choices.
a. Listening
b. Communication
c. Sharing
d. Respecting
a. Communication
b. Persuasion
c. Participation
d. sharing
a. team
b. largest team
c. thing
d. smallest team
a. tines
b. teens
c. teams
d. times
a. searching
b. helping
c. persuading
d. sharing
1. d
2. a
3. d
4. c
5. b
TEAM ROLES
Learning objective:
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.
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
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.
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. Shaper c. Coordinator
b. Plant d. Resource investigator
2. They are hardworking and methodical but may have some difficulty in
being flexible.
a. Implementer c. Team worker
b. Shaper d. Completer
4. One who is most aware of the others in the team, their needs and their
concerns
a. Implementer c. Tosser
b. Worker d. Team worker
1. c
2. a
3. b
4. d
5. b
Learning objectives:
1. Learn and apply the team roles and responsibilities.
2. Know the specific responsibilities of team members in a team.
Coordinator
/Chairperson
/Leader 1. Recruits members to join 1. Agree on how much
the team. time to spend on
2. Greets team members as each topic.
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
team.
10. Arranges for
refreshments food,
travel, lodging, etc. for
team members.
Facilitator
Team
Members
1. Notify Coordinator about 1. Define what
not being able to attend a precautions are
meeting. needed to maintain
2. Bring individual an appropriate level
calendars/schedules, of confidentiality.
distributions received, 2. Define rules for
and personal notes to the members to follow.
meeting.
3. Bring name tags or name
tents when appropriate.
4. Arrive at meetings prior
to the start time.
5. Help in room setup when
needed.
6. Turn electronics (beepers,
phones, etc.) off tone
mode during meetings.
7. Greet other members of
the team.
8. Write questions and
comments down to
participate when
appropriate.
9. Clarify concerns before
Timekeeper
Scribe
Note taker
Librarian
Technician
/Facilities
Manager 1. Brings extra bulbs and 1. Agree on what the
other supplies to the desired
meeting. environmental
2. Makes sure equipment conditions.
operates properly x
minutes before the start
of the meeting.
3. Monitors environmental
conditions (heat, etc.).
4. Adjusts thermostats as
needed or as anticipated.
Multiple Choice: Choose the letter of the correct answer from the given choices.
1. c
2. a
3. b
4. a
5. d
CONTENTS :
- Communication process
- Team structure/team roles
- Group planning and decision making
ASSESSMENT CRITERIA :
CONDITIONS :
Learning guides
Transparencies
CD‟s
METHODOLOGIES:
ASSESSMENT METHODS:
COMMUNICATION PROCESS
Learning objectives:
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.
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.
1. True
2. True
3. False
4. False
5. True
Learning objectives:
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.
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
Are the groups‟ goals at odds? Were perceptions distorted? On what basis
were stereotypes formulated? Have some differences been caused by
misunderstandings of intention? Have words and concepts been defined
differently by each group? Answers to questions like these clarify the exact
nature of the conflict. Once the causes of the difficulty have been
identified, the groups can move to the integration phase – working to
develop solutions that will improve relations between the groups, sub-
groups, with members from each of the conflicting groups, can now be
created for further diagnosis and to begin to formulate possible alternative
actions that will improve relations.
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.
Multiple Choice: Choose the letter of the correct answer from the given choices.
Learning objectives:
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
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.
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.
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
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?
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
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.
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.
Other Considerations
EVIDENCE PLAN
Qualification Title
Unit of Competency
Ways in which evidence will
be collected
Demonstratio
Question/inte
Third party
Written
report
rview
The evidence must show that the candidate…
n
Identified role and objectives of the team
Identified team parameters,relationships and responsibilities
Candidate’s Name:
Assessor’s Name:
Qualification:
Date of Assessment:
Assessment Center:
The performance of the candidate in the following
Not
assessment methods – Work in a Team Environment Satisfactory
Satisfactory
[Pls. check () appropriate box]
B. Written Exam
Recommendation
For re-assessment. _______________________________________________________
For submission of document. Pls. specify (Portfolio Document) _____________________
For issuance of COC ______________________________________________________
Candidate’s signature:
Date:
Date:
Assessor’s signature:
Candidate’s signature:
Date:
INSTITUTIONAL EVALUATION
Write TRUE if the statement is correct and write FALSE if the statement is
incorrect.
1. True
2. True
3. False
4. True
5. False
6. False
7. True
8. True
9. False
10. True