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Module 2 - NC I - Working With Others - ForTrainingOnly
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Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 2
Module 2: Working with Others (NC I) Learner’s Handbook
Acknowledgements
Education Development Center (EDC) would like to thank the staff of the USAID Opportunity 2.0
Program, Philippines local team, and the Technical Education and Skills Development Authority’s
(TESDA) National Institute for Technical Education and Skills Development (NITESD) through its
Curriculum and Training Aids Division (CTADD), whose invaluable insights guided the adaptation of this
curriculum.
Opportunity 2.0 aims to provide opportunities for second-chance education for vulnerable out-of-school
youth (OSY) by collaboratively working with TESDA in strengthening its technical education and training
systems to develop, deliver and monitor workforce readiness and technical-vocational training programs
that will prepare large numbers of out-of-school youth to transition to further education and training,
immediate jobs and self-employment opportunities. In line with this objective, Opportunity 2.0 has
developed the Work Readiness Modules on 21st Century Skills which are appropriate for self-directed
learning or modular learning delivery.
The Work Readiness Modules on 21st Century Skills is an adaptation of EDC’s globally recognized Work
Ready Now. The curriculum addresses the TESDA Amended Competency Standards for Basic
Competencies Integrating 21st Century Skills which were promulgated on July 9, 2019.
This curriculum is made possible by the generous support of the American people through the United States
Agency for International Development (USAID). The contents are the responsibility of Education Development
Center, Inc. and do not necessarily reflect the views of USAID or the United States Government.
EDC 43 Foundry Avenue Waltham, MA 02453 Education Development Center (EDC) is a global
nonprofit that advances lasting solutions to improve
Contact: youth-intl@edc.org education, promote health, and expand economic
opportunity.
Phone: 617-969-7100 Since 1958, we have been a leader in designing,
implementing, and evaluating powerful and innovative
programs in more than 80 countries around the world.
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Module 2: Working with Others (NC I) Learner’s Handbook
Table of Contents
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Module 2: Working with Others (NC I) Learner’s Handbook
Module Overview
Activity Recommended Time
Session 1: Develop Effective Workplace Relationships (L.O. 1)
1. Introductory Activity & Pre-Module Learner’s Reflection (15-30 minutes)
2. Working Together 30-45 minutes
3. Workplace Behaviors and Attitudes 45-60 minutes
4. Working Styles 45-60 minutes
5. Promoting Cooperation and Good Relationships within Teams 30-45 minutes
Session 2: Contribute to Workgroup Activities (L.O. 2)
6. Workgroup Goals, Team Tasks, and Roles 30-45 minutes
7. Feedback & Information Sharing within Teams 15-30 minutes
8: Goal-Setting,
8. Sessions 1 & 2Planning,
Review –and
Values, Skills, Goals
Implementing 20Activity
a Group min 15-30 minutes
Session
& Planning 3: Review & Assessment
9. Module 2 Review and Post-Module Learner’s Reflection 15-30 minutes
2: Sessions 1 & 2 Review – Values, Skills, Goals 20 min
& Planning
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2: Sessions 1 & 2 Review – Values, Skills, Goals 20 min
& Planning
Module 2: Working with Others (NC I) Learner’s Handbook
Written Assignments
Please complete all written work in the module. Your skills in this module will be evaluated through
your project. Your project is comprised of the following:
Skills Demonstration
The following activities will help you develop the knowledge and skills to achieve the learning
outcomes of this module:
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Module 2: Working with Others (NC I) Learner’s Handbook
Performance Criteria:
A team player is respectful and inclusive of others and encourages their feedback while
actively working to move the group toward a common goal.
There are many different types of working styles that can contribute toward healthy
communication, cooperation, and positive teamwork.
Social perceptiveness can help us notice and productively interact with people from a
range of social and cultural backgrounds.
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Module 2: Working with Others (NC I) Learner’s Handbook
Welcome to Module 2, which will teach you on Working with Others for National
Certificate Level I! In this module, you will learn about the skills, knowledge and
attitudes required in working as member of a team, and about effective ways for
interacting with co-members and performing one’s role in the team. Before we proceed
to this module, let’s quickly review the key points that we have learned in the
Communication module.
Write 3 ideas that you can recall about the demonstration of non-verbal
communication, listening actively and appropriately, or the practice of good customer
service skills.
Read the proverb at the beginning of the module. “Alone we can do so little; together
we can do so much.” (Konti lang ang ating nagagawa kapag tayo’y nag-iisa; Marami
tayong nagagawa kapag tayo’y magkasama.)
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Module 2: Working with Others (NC I) Learner’s Handbook
In your own words, relate this proverb to yourself by recalling a time that you joined a
group. What were the things that you liked in that group? Why?
This module will focus on collaboration and teamwork at work. What do you think is the
relevance between this topic and the proverb? How does this topic relate to real life?
Read the Working with Others objectives at the beginning of the module. Then proceed
to the Pre-Module Learner’s Reflection below to reflect on what you already know and
what you will learn in the course.
Ito ay hindi pagsusulit. Ito ay isang paraan upang malaman mo ang iyong kaalaman, kasanayan o
kakayahan tungkol sa paksang ito. Basahin mo ang mga kaalaman, kasanayan o kakayahan na
nakalista sa kaliwang hanay. Magbalik‐tanaw sa iyong sarili at mga karanasan. Basahin ang lahat ng
mga pangungusap at i‐tsek ang sagot na naaangkop sa iyong sitwasyon. Ang iyong kasagutan ay
magiging gabay mo at ng iyong guro sa pagpapalawak ng iyong kaalaman tungkol sa paksang ito.
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Module 2: Working with Others (NC I) Learner’s Handbook
My experience 1 2 3 4
Knowledge, skills and abilities I don’t have I have little I have some I have a lot
any experience experience of
Kaalaman, kasanayan at kakayahan experience doing this doing this experience
doing this. doing this.
Mayroon Mayroon
Wala akong akong akong Marami
karanasan sa kaunting karanasan sa akong
paggawa karanasan sa paggawa karanasan sa
nito paggawa nito paggawa
nito nito
Identify the qualities of a good team player /
Tukuyin ang mga katangian ng isang mahusay
na miyembro ng pangkat
Identify factors that promote cooperation and
teamwork /
Tukuyin ang mga dahilan na
nakapagtataguyod ng kooperasyon at
pagkakaisa.
Practice teamwork and value the importance
of group effort /
Makalahok sa pangkatang gawain at
napahahalagahan ang ginugol na lakas ng
pangkat.
Identify appropriate workplace behaviors and
attitudes that promote good relationships and
cooperation within a team. /
Tukuyin ang mga angkop na kilos at gawain sa
lugar ng trabaho na nakapagtataguyod ng
mabuting relasyon at pagkakaisa sa pangkat.
Recognize different types of working styles,
including my own work style /
Kilalanin ang iba’t-ibang istilo sa paggawa,
kasama ang pansariling istilo sa
pagtratrabaho.
Recognize the different personalities and
approaches that individuals bring to a team
and handle them /
Kilalanin ang iba’t ibang personalidad at
pamamaraang dinadala ng mga katrabaho sa
isang pangkat.
Identify ways on how to handle different
personalities in a team /
Tukuyin ang mga paraan sa paghawak ng iba’t
ibang personalidad sa isang pangkat.
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Module 2: Working with Others (NC I) Learner’s Handbook
My experience 1 2 3 4
Knowledge, skills and abilities I don’t have I have little I have some I have a lot
any experience experience of
Kaalaman, kasanayan at kakayahan experience doing this doing this experience
doing this. doing this.
Mayroon Mayroon
Wala akong akong akong Marami
karanasan sa kaunting karanasan sa akong
paggawa karanasan sa paggawa karanasan sa
nito paggawa nito paggawa
nito nito
Be familiar with organizational roles and
personnel code of conduct /
Maging pamilyar sa papel na pang-
organisasyon at wastong pag-uugali ng mga
tauhan
Identify ways to help achieve group goals and
team tasks /
Tukuyin ang pamamaraan upang makatulong
sa pagkamit ng mga layunin at mithiin ng
pangkat
Learn how to constructively give or receive
feedback /
Matutunan ang pamamaraan sa pagbibigay at
pagtanggap ng makabuluhang puna.
Identify the basic sequential steps in
implementing a group activity, including goal
setting, implementing and evaluating results /
Tukuyin ang mga hakbang sa pagsasagawa ng
pangkatang gawain kasama ang pagtukoy ng
layunin, pagsasagawa ng gawain, at pagsusuri
ng resulta.
Communicate appropriately and respectfully
with individuals from a different cultural or
social background. /
Makipag-usap nang maayos at magalang sa
mga indibidwal mula sa ibang kultura o
lipunan
Develop effective workplace relationships /
Makabuo ng mainam at mahusay na relasyon
sa lugar ng trabaho.
Contribute to work group activities /
Makapagbigay ng ambag sa mga pangkatang
gawain.
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Module 2: Working with Others (NC I) Learner’s Handbook
Have you experienced participating in an actual competition in the past? What was the
competition all about? Did your team win or lose the game? What do you think was the
winning team’s strategy for the game?
Source:https://commons.wikimedia.org/wiki/Category:Tug_of_war#/media/File:COLLECTIE_TROPENMUSEUM_Kin
deren_tijdens_touwtrekwedstrijden_in_Ullath_TMnr_20018287.jpg
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Module 2: Working with Others (NC I) Learner’s Handbook
What were your contributions to the team that you think were factors for winning or
losing the game? What were the contributions of your teammates? Was there a
member in your group who acted as a leader and guided the team? What strategies did
she or he use?
We all work in a group, either at work or in our personal lives. Establishing effective
work relationship helps groups to do their activity successfully—and it all begins with
individual members who are good team players. Learn more by reading 2.1. Qualities
That Make A Good Team Player.
• Interacts with and includes others in polite, respectful, and honest ways
• Is respectful of differences—in opinions, culture, and ethnicity
• Provides input and seeks the opinions and ideas of others
• Discusses and negotiates ideas while being flexible to meet the goals of the group
• Performs identified tasks to meet the goals of the group
• Listens without interrupting
• Shares ideas without interrupting
• Is aware of his or her own thoughts and feelings and keeps them under control
for the good of the group
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Module 2: Working with Others (NC I) Learner’s Handbook
• Moves the group towards resolving conflict (if it exists) so goals can be met
So, what makes a good team player? It is a mix of these characteristics. You do not necessarily
need to possess all of them, but you should at least strive to develop many of them.
I’m good at
I can improve on
Now, choose three qualities and write about a situation where you demonstrated those
qualities. An example is given below.
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Module 2: Working with Others (NC I) Learner’s Handbook
You are now going to practice learning how to work together and communicate in small to
medium-sized groups. You need to get as many family members, friends and neighbors join you
in this activity. You need to have at least 6 people to play.
Materials: Stick, approx. 3 meters long; this can be a long, thin, lightweight rod/plastic pipe or
bamboo
Preparation: Find some plastic straws. Now, place the edges of each plastic straw into the edge
of the next plastic straw to create 2 long sticks. The sticks should be long enough for your
participants to hold up like in the photo shown here:
Explain to your family and friends that the objective is to lower the stick to the ground. Each
person's fingers must be in contact with the stick at all times. Pinching or grabbing the stick is
not allowed --- it must rest on top of fingers. Reiterate to the group that if anyone's finger is
caught not touching the stick, the task will be restarted. Now, begin!
Were you successful? Were you able to lower the stick to the ground?
2
Source: Education Development Center. (2020). ALS Life Skills Self-Directed Modules. Module 3.
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Module 2: Working with Others (NC I) Learner’s Handbook
1. What did the group do first? How did the group plan out for the activity?
3. How did the group perceive the ideas and suggestions of the team members?
4. What were the roles played by the different members of the team? Did anyone take
on the leadership role? How did each role contribute to the success of the team?
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Module 2: Working with Others (NC I) Learner’s Handbook
Most of us will think that this is going to be an easy activity, but we will then realize that despite
the light weight of the stick, it is difficult to get it down to the ground. Everybody needs to
communicate well, plan, a strategy and then implement it. Working together is the key to
success in this activity.
Usually, people take on leadership roles at different stages in the activity, depending on how it
is going. The stick can represent any task or problem that a group—whether at work, at home,
or in the community—must work on together to resolve. Leaders need to make sure that
everybody is “on board” by engaging individuals directly, asking questions, asking for ideas,
complimenting people when they have a good idea or taking an action that helps the group,
etc.
Reflect further on the aspects of teamwork and strategies that your family and friends
used in this activity. In 2.2: Cooperation and Leading Teamwork below, check the boxes
that apply to your team.
1. A common purpose or goal: All team members need to understand and accept the
team’s objectives.
2. Clear roles and tasks: All team members should understand what is expected of them.
May want to use a plan that shows the tasks that each team member is responsible for
and the timelines.
3. Decision-making procedures: All team members should know how decisions are made
and in what ways problems are solved. An effective team works with defined
procedures to come to a unanimous decision so that action can be taken.
4. Clear communication: All team members should practice effective listening, speaking,
and transparent communication.
5. Trust among team members: All team members should feel safe and supported.
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Module 2: Working with Others (NC I) Learner’s Handbook
The following strategies can be used by the leader to support the effectiveness of the team:
• Encourage discussion
• Ensure all team members understand that their ideas & opinions are equally
important & relevant
• Encourage everyone to participate fully
• Model respect towards everyone
• Encourage people with different abilities & personalities to work together
• Use positive feedback
• Remain calm
Teams can work independently (if leader is not there) if team members:
• Are aware of strengths & weaknesses
• Are able to set their own goals
• Are able to act according to goals
• Take responsibility for their action
• Are able to avoid opinions and behavior that block change
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Module 2: Working with Others (NC I) Learner’s Handbook
Imagine that you have just finished training as welder. To advance your professional
development, you and three of your co-trainees want to qualify for post-training assistance,
which includes welding tools and equipment. To do so, you all need to be organized as a group
and present a plan. bakibaki
1. If you were elected as leader in this organization, what would you do to promote
cooperation among your team members?
2. What would you do to help members complete the necessary tasks that you decide to do
as a team?
3. If you are not the leader but just a member, how will you work to support teamwork?
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Module 2: Working with Others (NC I) Learner’s Handbook
Read the workplace scenario below and write down your response to the questions that
follow.
Grace has been working at Alnor Hotel for 4 months as a receptionist. She greets guests
and answers any questions about the hotel. Grace lives a bit far from the office, so it
takes her one hour to get to work. Her supervisor noticed that over the last month
Grace has been arriving half an hour late and is often on the phone quarreling with her
aunt. The supervisor has given Grace two warnings now.
One day, Grace arrives 20 minutes late due to traffic. When she arrives, she sees her
supervisor helping a customer. Once the customer departs, the supervisor informs
Grace that she will no longer need Grace to work for her. She needs someone who can
be on time and responsive to customer needs.
What behaviors do you think led Grace to losing her job? Do you recognize any parts of
yourself in Grace’s behavior? If so, which ones?
Do you think the supervisor made the right decision to fire Grace? Why or why not?
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Module 2: Working with Others (NC I) Learner’s Handbook
If you could give Grace any advice for her future jobs, what would it be?
What could have Grace done differently so that she would not have lost her job?
Is it important to keep work and family life separate? If so, how does a person achieve
this balance?
This section encourages you to express your opinions to family and friends. Start a discussion
with them face to face, via text, chat, or whatever means available and comfortable to you.
It’s always great to share your ideas and hear more points of view ☺
Share the scenario and your response to the reflection points with a member of your family or a
friend. Ask your family member or friend if they know of anyone who has lost a job because of
poor workplace behavior. If so, what happened to that person? Did they improve their behavior
in the future?
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Module 2: Working with Others (NC I) Learner’s Handbook
1. Record the key ideas from the discussion in this space below.
2. Write a list of appropriate workplace behaviors and attitudes based on the scenario
and what you know from your own experiences as well as the discussion with a
member of your family or a friend.
Reflect further on your list of appropriate workplace behaviors and attitudes. Read
handout 2.3 below and list the behaviors you already have and those that you need to
improve on.
• Dress neatly and appropriately for the work: If wearing a uniform, make sure it is clean
and neat; clothing should not get in the way or prevent you from doing your work;
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Module 2: Working with Others (NC I) Learner’s Handbook
With this list in mind, fill out the charts below. Examples have been provided for you.
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Module 2: Working with Others (NC I) Learner’s Handbook
Habits are routine behaviors—in other words, things we do on a regular basis (such as
brushing our teeth!). Fill out the Work Habits Inventory to reflect on the habits that you
already have and the habits that you need to work more on.
Read the descriptions given for each of the qualities listed below. Place a check mark on the box
next to the statement which most accurately describes you.
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Module 2: Working with Others (NC I) Learner’s Handbook
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Module 2: Working with Others (NC I) Learner’s Handbook
Summarize the habits that you already have and the habits that you need to work more
on in the table below.
Sharing is caring
This section encourages you to share your output to family and friends. You worked hard on this so
now it is time to tell others about the task you have just completed. Do it face to face, via text,
chat, or whatever means available and comfortable to you. It’s always great to share your thoughts
and hear feedback from people who care ☺
If you feel comfortable, you can choose to share the table above with a member of your family
or a friend. Discuss with them about what you can do to build good work habits.
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Module 2: Working with Others (NC I) Learner’s Handbook
With excellent work habits, you can become successful at work and become more productive
each day. How can you continue to rise and flourish in your career while keeping a healthy and
happy personal life? A better understanding of working styles can help us to work toward a
balance!
Read 2.4 Working Styles and note down 2 to 3 key words you picked up to help you recall the
working styles. An example is given below.
3
Adapted from Sid, Sam. (2020, February 18). “What Is Your Work Style?” Recognizing And Managing Different
Work Styles. 101 Productivity. https://101productivity.com/what-is-your-work-style/
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Module 2: Working with Others (NC I) Learner’s Handbook
Keep in mind that many of us may be a mix of more than one different working style. The
important thing is to recognize that there are many different styles and that they can work
harmoniously together!
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Module 2: Working with Others (NC I) Learner’s Handbook
Read and Match. Recall the working styles and their definitions. Match the working style in
Column A and the letter of its correct definition in Column B.
Column A Column B
__________ 1. Pioneer A. People who are happiest when they are working
alone
__________ 6. Supporter F. People who like working with others and are open
to feedback
Check how well you did in this quiz by referring to the answers at the end of this module. If you
scored less than 5, it is better that you re-read Key Facts 2.4 to review the work styles and their
definitions.
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Module 2: Working with Others (NC I) Learner’s Handbook
3. I feel most inspired at work when 4. This statement best describes me:
a. Things are orderly and stable. a. I am pragmatic (that, is I am realistic and practical).
b. I can be spontaneous and explore new b. I often spark the imagination of my teammates.
ideas. c. I am expressive and attuned to the emotions of my
c. My colleagues are happy and we are colleagues.
collaborating. d. I like to connect my colleagues who have different
d. I can be responsible for a task but still working styles.
work with others. e. I am very disciplined and productive, especially when I
e. I can work on a task alone. can work on my own schedule.
f. I receive feedback from my colleagues f. I am diplomatic and have been told I am a brilliant
and am part of a group. communicator.
Now, count the number of times you circled the following letters:
a. _____ b. ______ c. ______ d. ______ e. ______ f. ______
Remember that many of us have more than one working style. The purpose of this quiz is to help you begin to
reflect on your own style!
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Module 2: Working with Others (NC I) Learner’s Handbook
Reflect upon the outcome of the quiz. Do you think that your results were accurate?
Why or why not?
Many people fit more than one category of working style. Do you think that you also
draw from other working styles? If so, which ones?
Do you think that is it possible to use /adopt all types of the working styles? Why or why
not?
Remember, a team that has different working styles can be a positive thing, as it
promotes diversity of ideas and offers balance in the workplace. Also, keep in mind that
some situations may require you to adapt another working style than one that comes
most naturally to you. For instance, you may be more of a Pioneer at heart, but you may
need to adopt the qualities of a Guardian to independently complete a detail-oriented
task such as taking a stock inventory. It’s good to be flexible!
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Module 2: Working with Others (NC I) Learner’s Handbook
Sharing is caring
If you feel comfortable, you can share your working style with a member of your family or a
friend. Discuss with them about what you can do to work well with people with different
working styles.
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Module 2: Working with Others (NC I) Learner’s Handbook
Winner Non-Winner
The Team The Team
• Has a game plan • Lacks a strategy
• •
• •
• •
• •
4
Source: https://www.pexels.com/photo/silhouette-of-men-playing-basketball-69773/
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Module 2: Working with Others (NC I) Learner’s Handbook
Winner Non-Winner
Individual Member Individual Member
• Listens to the coach • Relies on himself alone
• •
• •
• •
• •
Of course, even the teams that lose the competition might practice teamwork, too! Still, the
winning team almost always practices teamwork. Teamwork is important and cooperative team
members are needed to achieve a goal.
Recognize that individuals making up a team may have different personalities and
approaches. Here are some examples of individual personalities in this activity:
• Group leader: A strong leader tries to speak clearly and listen effectively. The
group leader needs to clearly explain the objectives to the group and keep the
group on task. As the person responsible for developing the plan, the leader tries
to involve all in the discussion.
• Quiet / shy person: This person has a lot of very good ideas but won’t say anything
until someone asks directly.
• Domineering person: This person wants to take over the discussion and lead the
group. A domineering person thinks s/he has all the answers and does not want
to waste time having everybody share their ideas.
• Disagreeable person: This person has a negative attitude and is resistant towards
all ideas.
• Encouraging person: This person makes sure that everybody is heard, regardless
of their background or ideas. She or he pulls group members into the
conversation.
• Ideas person: This person gets very excited in the group and loves to brainstorm
and share extravagant ideas that are not always realistic.
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Module 2: Working with Others (NC I) Learner’s Handbook
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Module 2: Working with Others (NC I) Learner’s Handbook
Answer the following questions based on the comic strip from the previous page:
1. In the chart below, reflect on each of the team members. An example has been
provided for you.
Team Personality How is his/her behavior affecting How could s/he contribute
member the group? Is s/he helping or to the goal in a more
hurting progress? constructive way?
Karl Domineering - His behavior is not - He could suggest his
welcoming to other ideas. idea but still listen to
He refuses to consider others in a respectful
others’ opinions. way.
- He is hurting progress.
Bea
Rose
Dely
Dan
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Module 2: Working with Others (NC I) Learner’s Handbook
3. Now, imagine how the characters can contribute to the team in a more productive
way. Fill out the same comic but add your own words for each character. (If you want
to keep the original words for a certain character, that is fine, too!)
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Module 2: Working with Others (NC I) Learner’s Handbook
4. Name some concrete actions that you would take for team members to work
harmoniously and achieve the goal.
Part of being able to foster teamwork and collaboration is having the soft skill of social
perceptiveness. Social perceptiveness is the ability to discern what someone is thinking
through some means of human observation, such as observing body language, eye
contact, and tone of voice.5 It is being aware that something may be influencing another
person’s behavior and attitude beyond his/her words, actions or written messages. It may
also be referred to as “reading between the lines,” or being able to understand what is
being communicated indirectly.
Let us continue to deepen our understanding on social perceptiveness. Read the scenario
and answer the questions:
Sheila has just been hired by an organization to help in their advertising and marketing
team. The organization has projects in the Visayas and is based in Tacloban, Leyte. She
has never been to Leyte and she is not completely fluent in any of the languages spoken
in the Visayas. After their first team meeting, Sheila was pulled aside by her direct
supervisor to remind her to use appropriate titles for others as it is customary in the
organization. When Sheila invited her teammates to join her for lunch, they said that they
5
Adapted from MIT Sloan Executive Education. (2015, September 5.) Social perception in the workplace makes
organizations smarter. MIT Sloan Executive Education Blog. https://executive.mit.edu/blog/social-perception-in-
the-workplace-makes-organizations-
smarter#:~:text=Social%20perceptiveness%20is%20a%20kind,emotions%20from%20other%20people%27s%20eye
s;
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are too busy and have too much work. Later, Sheila saw the same co-workers eating
together at a nearby restaurant.
1. What can you say about the situation? What do you think might explain the dynamics
between Sheila and the team?
3. How might social perceptiveness be a helpful tool in this situation? What does it mean
to “read between the lines”?
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Read the article below, “How to promote cooperation in a winning team,”6 and then
identify the actions that you are already doing and the actions that you would like to
practice by answering the short inventory after the article.
Here are some of the key qualities that make a winning team:
1. A common purpose or goal: All team members need to understand and accept the
team’s objectives.
2. Clear roles and tasks: All team members should understand what is expected of
them. May want to use a plan that shows the tasks that each team member is
responsible for and the timelines.
3. Decision making procedures: All team members should know how decisions are
made and in what ways problems are solved. An effective team works with defined
procedures to come to a unanimous decision so that action can be taken.
4. Clear communication: All team members should practice effective listening,
speaking, and transparent communication.
5. Trust among team members: All team members should feel safe and supported.
Aspects of teamwork: A team is a group of individuals working together to reach a common
goal. To make a team work well, supervisors or leaders should consider several actions. Below
is a short inventory of actions about teamwork. Give 2 checks for actions that you are already
applying, and 1 check for actions that you would like to practice.
6
Adapted from Education Development Center. (2016). MYDev Life Skills Module 3: Leadership & Teamwork.
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As a leader you can do the following to Working as a team means that team
develop team spirit: members:
Teams can work independently (if leader is not there) if team members:
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Sharing is caring
Have a chat with a friend and share your self-reflection and get his/her honest opinion about
your strengths and areas for improvement related to promoting cooperation in teams.
The Performance Criteria Checklist is an opportunity for you to assess your learning
outcomes in the session and know how well you did in doing the activities in this session.
You will speak to your facilitator to
1. Share your experiences in completing the session
2. Discuss your development and progress towards the intended skills
3. Plan how you will move forward to continue making progress in the module
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Congratulations! Now that you know how to cooperate with others better, you are ready
to move to Session 2: Contribute to Workgroup Activities.
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Performance Criteria:
2.1 Support is provided to team members to ensure workgroup goals are met
2.2 Constructive contributions to workgroup goals and tasks are made according
to organizational requirements
2.3 Information relevant to work is shared with team members to ensure
designated goals are met
Tools such as organizational charts and guidelines such as codes of ethics can guide the
direction of a workgroup and clarify everyone’s roles and responsibilities.
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A workgroup may include you and your co-workers or peers; or you, your co-workers and your
supervisor all working as a team. In a workgroup, every individual—whether a
leader/supervisor or a member/worker—is dependent on one another in the achievement of a
common goal. In the space provided below, write at least two experiences, or skills or abilities
that you have about working in groups.
As a group leader:
As a group member:
Now, let’s learn more about working in groups. Look at this image:
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Reflecting on the image, write your answers on the space provided. Share your
answers with one of your family members or friends and solicit their thoughts on the
same questions relating to the photo.
In this section you will learn about organizational roles and personnel code of ethics.
Workgroups are often the building blocks of organizations. Organizations, whether big
businesses or small companies, are often made up of workgroups or units such as a
finance unit, an administration or logistics unit, and a technical or implementation unit.
Each workgroup and the individual members have specific roles and responsibilities.
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A role is the individual member’s job title or position in the organization or the team
such as the business owner, or supplies officer, or master electrician. Responsibilities
are the expected duties and tasks that come with a given role. For example, at a
supermarket, someone may have the role of general manager; his or her responsibilities
may include organizing staffing schedules, overseeing produce delivery, and overseeing
sanitation practices, etc.
Organizations also have a structure or an organizational chart. An organizational chart
describes the hierarchy of roles in an organization and shows the roles or positions of
individual members, who reports to whom, or who supervises whom. The example
below shows an organizational chart in a bakery.
Rita
Owner
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chefs, for help, as their responsibilities do not involve sales and customer service, but
production of the bread and pastries.7
• Team members understand their own as well as their groupmate’s specific roles and
responsibilities.
• Members recognize the levels of authority described by the organizational structure.
• Members’ behavior in the workplace are guided by its personnel code of ethics.
7
Image taken from Microsoft Word image library.
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Can you list down some work groups or teams and their main roles in the company or
workplace that you have chosen?
What are some positive values and practice that you would like the company or
workplace that you have chosen to have?
How do you think are the workgroups organized? Choose a workgroup and make an
organizational diagram showing the members and their supervisors, and the supervisors
reporting to the owner or leader of the workplace.
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This session is going to focus on giving and receiving feedback. Please read the scenario
and answer the questions.
Scenario
Mario works for Dennis Construction. He has good skills in construction but can be stubborn
sometimes. While working on a new project, Mario’s supervisor, who was new to the job, made
some suggestions on how to cut some pieces of wood so they would provide more support to
the floor above. Mario had always cut the support beams in a certain way and thought his
supervisor must not know much about construction. Mario complained to his co-workers but
did not discuss the issue with his supervisor. When it came time to cutting the wood, Mario did
it his usual way. The supervisor saw him doing this and yelled at him, telling him to do it the
way that he was told. Being yelled at in front of his co-workers embarrassed Mario. He threw
down his tools, yelled at his supervisor and walked away from the construction site.
Reflection Points
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Do you think Mario should lose his job? Why or why not?
What can Mario do to improve his relationship with his boss and succeed in his job?
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“Feedback” is a word that we often use, but it is worth slowing down to reflect further on exactly
what it means. Let’s look at the text below to learn more about feedback.
Feedback is…
information about past behavior…
delivered in the present…
which should influence future performance.
There are many ways to communicate or deliver feedback. The best way to communicate
feedback is called constructive or positive feedback. It is called “constructive” feedback
because it helps build the recipient up—not to tear him or her down. Even if constructive
feedback offers suggestions of how things could be improved, it does so in a respectful way
with the goal of inspiring higher future performance.
8
Adapted from Education Development Center. (2019). Master Trainer Resource Book.
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• Redirects undesirable behavior and points out a more productive course of action
Some tips for giving feedback9
1. Ask for the other person’s feedback first on his or her own performance before you
give your own feedback.
2. Think about what you want to say beforehand so you can make sure the feedback is
balanced. Balanced feedback provides positive and negative aspects of the other
person’s performance but is done in a way that motivates the other person to do better.
3. Feedback should be positive and constructive. Positive feedback on performance and
behavior is encouraging, and constructive feedback provides suggestions on what and
how something can be done differently to improve performance. Here is a sample
statement of constructive feedback:
You clearly worked very hard on the presentation to the potential funders. Still, I think
that you could have managed your time better because you were not able to finish all of
the PowerPoint slides within the 30-minute timeslot. Next time, perhaps you could share
the slides with me ahead of time and you could rehearse your presentation? I am
optimistic your time management will improve next time.
As we see in the example above, this process includes giving positive feedback, making a
recommendation on how to improve, and ending with something positive.
4. Choose an appropriate time and place: Choose a time when you both have time to give
and discuss feedback. Do not give negative feedback to someone in front of others.
5. Be clear and concise. The feedback should be based on your observations, not on what
others think or say. Describe what you have observed rather than being judgmental
about it. For example, say what you saw the person do in performing a task rather than
saying it was good or bad and then remind him/her of the steps in the process. Highlight
what was done well and then give suggestions on how to improve what was not done
properly.
6. When giving feedback that is negative, be prepared for an emotional reaction such as
anger or disagreement. Stay calm and professional in these situations. Present what the
observations have been and give suggestions on how to improve the situation.
Receiving Feedback
Welcome feedback from supervisors and co-workers. If they do not provide any feedback,
you may ask them how they think you are doing your job, what they think you do well and
9
Adapted from Centre for Teaching Excellence, University of Waterloo. Receiving and Giving Effective Feedback.
https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/assessing-student-
work/grading-and-feedback/receiving-and-giving-effective-feedback
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1. Listen actively: Pay attention to what is being said and do not tune out to think about
your response to defend yourself.
2. Check your understanding: Ask for clarifications or examples to help you understand
the feedback
3. Be respectful: Maintain eye contact and be aware of your body language and tone of
voice. Remain calm even if the feedback makes you angry, frustrated or upset.
4. Be open: Consider that there are other ways of doing things and the person giving the
feedback may have other perspectives. Consider the feedback as an opportunity to
learn.
5. Acknowledge the feedback: Whether you received a constructive or negative feedback,
thank the person for taking the time and effort to give you feedback
6. Reflect and decide on your next step: Consider the feedback given and choose your
action. You may choose to implement the given suggestions or to seek the advice or
opinion of another colleague or supervisor.
1. Think of a time when you had to give feedback. Was it received well by the other person?
Why or why not?
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2. Think of a time when you received feedback. Did you find the feedback helpful? Why or why
not?
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This activity focuses on basic steps that groups should know to successfully implement a
group activity.
Group activities may vary from small and simple to relatively complex projects. Projects may
also have different purposes. Some projects such as setting up a small business are for profit or
income generation, while other projects such as organizing a relief distribution are service-
oriented. Regardless of the size or purpose of the group activity, please take note of some key
steps to successfully implement your project.
Before you make your plan, familiarize yourself with some terms that we will use in this activity.
10
Adapted from What Is Project Planning? Project Manager. https://www.projectmanager.com/project-planning
and Education Development Center. (2016). MYDev Life Skills Module 9: Civic Engagement.
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1. Assess the current situation / Identify a need: As a group, discuss where you are or
define the problem or need that you want to address. Clarify the reasons for doing the
activity and what you need to achieve.
2. Set your group goals / Write down a plan: Similar to personal goals that you learned in
Module 1, group goals should be specific, time-bound and measurable, among others.
All members have a common understanding and agree on the goals.
3. Identify the deliverable(s): A deliverable can be the final product or output, or key
outputs related to steps in the process of implementation. For example, if you are
designing an app for a phone, the deliverable would be a prototype of the app that
would be presented to your funders. If you are planning to clean up a local park, then
the deliverable would be a clean park where local children can safely play.
4. Prepare an implementation plan: The implementation plan outlines the detailed steps
or actions and the timeline for each action. The implementation plan also includes the
resources, including human resources, and budget needed for key steps to complete the
project. Two examples are shown below. The first is for designing an app; the second is
for a community project.
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Note that there are different ways to organize time (into quarters or into months) and
different steps. The important thing is to have a clear system to stay on track of your
goals!
5. Assign specific roles and responsibilities to team members: Once the implementation
plan is set, consider the strengths and capacities of team members to perform specific
tasks. Think of actions that you need to make to ensure that all group members are
equipped for the task assigned, e.g. provide coaching or additional training, as needed.
6. Monitor progress and evaluate results: It is important to conduct regular check-ins with
team members for updates and to address any concerns along the way. Once the
project is completed, assess the strengths and weaknesses of your project, and examine
whether the resources were used for the intended purpose. Learn from the experience
and celebrate group success.
2. List down the roles that you and your two friends will perform in this project.
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3. List down your plans to monitor progress and evaluate the success of your business.
What tools will you use?
2. Submit plan
3. Plan approval
4. Preparations
5. Let’s Do It!
Sharing is caring
Share the plans about your business scenario you picked with a family member or a friend. It’s
always great to share your thoughts and hear feedback from people who care ☺
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The Performance Criteria Checklist is an opportunity for you to assess your learning
outcomes in the session and know how well you did in doing the activities in this session.
You will speak to your facilitator to
1. Share your experiences in completing the session
2. Discuss your development and progress towards the intended skills
3. Plan how you will move forward to continue making progress in the module
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Congratulations! You can now move to the last session of this module.
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Pick a different key learning from this module. How do you interpret what you have
learned? How might you share these lessons with others? Write an essay, draw a comic
strip, or record your lyrics or poem or other output in the space below. If your work is
digital, you can provide a link to your work.
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Sharing is caring
This section encourages you to share your output to family and friends. You worked hard on this so
now it is time to tell others about the task you have just completed. Do it face to face, via text,
chat, or whatever means available and comfortable to you. It’s always great to share your thoughts
and hear feedback from people who care ☺
Ask a family member to review your creative work, for example, listen to your rap, read your
poem or look at your poster. Ask your family member to share what lessons they took from your
creative work and if they have any feedback for you. (This conversation is a great chance to
practice receiving feedback!).
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Assemble a team with 5 to 6 members, including you. The team members could be your co-
trainees, friends, or other family members. Below are the details of this mini-project.
Product You are expected to finish a task or solve a problem at the end of the
activity.
Standards You will be graded according to this holistic rubric:
a. Group Dynamics – ability to complement each other’s work
styles and use each other’s strengths in accomplishing the
task or solving the problem
b. Efficiency – ability to work within a given time and resources
c. Effectiveness – ability to address the problem or finish the
task correctly and appropriately
Sharing is caring
Share your work with your trainer/facilitator, or other members of your family and friends.
Ask them to rate your work according to the standards of the mini-project.
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Now that you have reached the end of the module, let us see if you are able to develop the necessary
skills to work with others. Conduct a self-assessment and answer the table below.
Statements on my experience, knowledge, skills and abilities / Circle Yes or No if you have shown or can
Mga pahayag tungkol sa aking kaalaman, kasanayan at do the statement.
kakayahan
Bilugan ang Oo o Hindi kung naipakita o
I can… / Kaya ko nang… nagawa mo na ang mga pahayag.
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Statements on my experience, knowledge, skills and abilities / Circle Yes or No if you have shown or can
Mga pahayag tungkol sa aking kaalaman, kasanayan at do the statement.
kakayahan
Bilugan ang Oo o Hindi kung naipakita o
I can… / Kaya ko nang… nagawa mo na ang mga pahayag.
Look at your answers, were there boxes where you circled No? If there are, go back to the
activities in the module that will help you gain the skill identified in the statement. You can also
reach out to your facilitator/trainer to provide you with guidance on what activities you can do
to master the skill.
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✓ Correctly answer the questions pertaining to the concepts discussed in the module
End-of-Module Assessment
Congratulations for finishing Module 2: Working with Others for National Certificate Level I! At the end
of every module you will take a short assessment to see how much you have learned. It will help you
and your teacher identify the knowledge and skills you know and what still needs reinforcing. The results
will not affect your ability to continue in the program.
Structure of the Assessment: It has a total of 10 questions. Some questions are multiple choice, and
some questions are true or false. You should choose only ONE answer for each question.
Once you have finished answering the questions, note down any clarifications you want to ask your
instructor.
English Tagalog
1. Promoting group cooperation means 1. Ang pagtataguyod ng pagkakaisa sa
encouraging people to be open to the ideas of isang grupo ay nangangahulugang
others. hihikayatin ang mga taong maging
bukas sa mga idea ng iba.
a. True
b. False a. Tama
b. Mali
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English Tagalog
2. To be successful, teams need: 2. Para maging matagumpay, kailangan ng
mga grupo ng:
a. Different goals
b. Vague roles and tasks a. Magkakaibang layunin
c. Trusting relationships among team b. Malabong mga tungkulin at
members gawain
d. All of the above c. Mapagtiwalang ugnayan ng
e. None of the above mga kasapi ng grupo
d. Lahat ng nabanggit
e. Wala sa nabanggit
3. To develop team spirit, develop a common goal 3. Para makabuo ng diwa ng pagkakaisa
and make sure all team members feel they have sa isang grupo, lumikha ng iisang
something to contribute. layunin at siguraduhing
nararamdaman ng lahat ng kasapi may
a. True mayroon silang maiaambag.
b. False
a. Tama
b. Mali
4. We should give only positive feedback to motivate 4. Dapat na positibong puna or feedback
others to perform their work better. lamang ang ating ibigay upang
mahikayat natin ang ating mga
a. True kasamahan na pagbutihin pa lalo ang
b. False kanilang trabaho.
a. Tama
b. Mali
5. You are leading a team to accomplish a task that is 5. Namumuno ka ng isang grupong
more difficult than you expected. You should: humaharap sa isang gawaing mas
mahirap kaysa inasahan. Dapat:
a. Give up in order to stop wasting valuable
time a. Sumuko ka na para hindi na
b. Listen to only those team members who makapagsayang ng mahalagang oras
agree with your opinions b. Makinig lamang sa mga kasapi ng
c. Maintain a positive attitude and encourage grupong sumasang-ayon sa mga
others to participate opinyon mo
d. Focus on one solution c. Magpanatili ng positibong ugali at
hikayatin ang pakikilahok ng iba
d. Magtuon sa iisang solusyon
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English Tagalog
6. We can say that a workgroup or team is well- 6. Ang isang grupo ay masasabi nating
organized and ready to work together when organisado at handa para sama-samang
a. Team members know their roles magtrabaho kung:
b. Team members recognize their leaders and a. Alam ng bawat miyembro ang
supervisors kanilang mga tungkulin
c. Members’ behaviors are guided by its b. Kinikilala ng mga miyembro and
personnel code of ethics kanilang mga pinuno at superbisor
d. All of the above c. Ang pag-uugali o pakikitungo ng
bawat isa ay naaayon sa code of
e. None of the above
ethics para sa mga empleyado
d. Lahat ng nabanggit
e. Wala sa nabanggit
7. You and your team of welders were asked by the 7.Ikaw at mga kasamahan mong welders ay
principal to install a new steel gate for the school. hiniling ng punong-guro na maglagay ng
The first step that you will do to implement this bagong steel gate para sa eskwelahan.
project is: Ang unang hakbang na iyong gagawin
a. Assign specific work to your team members para ipatupad ang proyektong ito ay:
b. List the materials and labor cost and prepare a. Bigyan ng kaukulang gawain ang mga
the budget kasamahan
c. Visit the school and inspect the old gate b. Ilista ang mga materyales at bayad sa
d. All of the above trabahante at ihanda ang badyet
c. Puntahan ang eskwelahan at
e. None of the above
inspeksiyunin ang lumang gate
d. Lahat ng nabanggit
e. Wala sa nabanggit
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English Tagalog
8. You observed that one of the persons you are 9. Napansin mo na isa sa mga tauhan mo
supervising has been frequently late for work and ay palaging nahuhuli sa pagpasok at
has not been able to submit a report on time. As a nahuhuli rin sa pagsumite ng report.
supervisor, you will: Bilang kanyang superbisor-
a. Send the person an email informing him that a. Magpapadala ka ng email na
you are displeased with his tardiness nagsasabing hindi mo
b. Call the team for a meeting and assign another nagugustuhan ang kanyang
person to do the report palagiang huli sa pagpasok at
c. Talk to the person in private and tell him about pagsumite ng report
your observations and discuss some b. Magpapatawag ka ng miting ng
suggestions buong grupo at ibibigay mo ang
d. Talk to the person in private and tell him that paggawa ng report sa iba
his tardiness is bringing the group c. Kausapin nang pribado at sabihin
performance down ang iyong mga obserbasyon at pag-
e. None of the above usapan ang ilang mga suhestiyon
d. Kausapin nang pribado at sabihing
bumababa ang performance ng
grupo dahil sa kanyang palagiang
pagkahuli
e. Wala sa nabanggit
9. One of the characteristics of a good team player 9.Ang isang mahusay na miyembro ng
is being accountable. Being accountable means grupo ay tumatanggap ng pananagutan.
that you listen to all ideas even if you think your Ang ibig sabihin nito ay pinapakinggan mo
idea is best, and remain respectful if your work is ang mga idea ng iba kahit na sa palagay mo
criticized. ay pinakamagaling ang iyong sariling idea,
a. True at magalang ka pa rin kahit na binibigyang
b. False puna ang iyong gawain.
a. Tama
b. Mali
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English Tagalog
10. Your supervisor is criticizing your work based on 10.Nagbibigay ng puna o feedback ang
reports of a co-worker. You should iyong superbisor base sa report ng isang
a. Not pay attention and think of how to defend kasamahan. Ang dapat mong gawin ay
yourself a. Huwag makinig at mag-isip kung
b. Inform your supervisor that you did not see paano mo dedepensahan ang iyong
him observing you in action sarili
c. Request your supervisor to include in the b. Sabihin sa superbisor na hindi mo
meeting your co-worker to prove that your co- napansin na inobserbahan niya and
worker gave wrong information about your iyong trabaho
work c. Hilingin sa superbisor na isama sa
d. All of the above miting ang iyong kasamahan para
mapatunayan mong mali ang
e. None of the above
impormasyon na ibinigay tungkol sa
iyong trabaho
d. Lahat ng nabanggit
e. Wala sa nabanggit
Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 73
Module 2: Working with Others (NC I) Learner’s Handbook
Key to Correction
End-of-Module Assessment
1. A - True
2. C - Trusting relationships among team members
3. A - True
4. B - False
5. C - Maintain a positive attitude and encourage others to participate
6. D - All of the above
7. C - Visit the school and inspect the old gate
8. C - Talk to the person in private and tell him about your observations and discuss some
suggestions
9. B - False
10. C - Request your supervisor to include in the meeting your co-worker to prove that your
co-worker gave wrong information about your work.
Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 74