2

Competency-Based Learning Materials (CBLM)

BASIC COMPETENCY # 2
Sector:

Automotive and Land Transport

Qualification Title:
Driving NC II
Unit of Competency:
Work in Team Environment
Module Title:
Working in Team Environment

Date Compiled: Document No.

DRIVING NC II June 2021 Issued by:
Compiled by: St. Anthony College
Work in Team Ryan Joseph B. Calapan City Inc. Page
Environment Cuasay Revision #00
 HOW TO USE THIS COMPETENCY-BASED LEARNING MATERIAL

The unit of competency, “WORK IN TEAM ENVIRONMENT”, is one of the

competencies of BASIC COMPETENCY, a course which comprises the knowledge, skills, and
attitudes required for a TVET trainee to possess.
The module, Working in Team Environment contains training materials and activities
related to the skills and knowledge required to provide a range of BASIC COMPETENCY.
In this module, you are required to go through a series of learning activities in order to
complete each learning outcome. In each learning outcome are Information Sheets, Self-
checks, Operation Sheets, Task Sheets, and Job Sheets. Follow and perform the activities on
your own. If you have questions, do not hesitate to ask for assistance from your facilitator.
Remember to:
• Read information sheet and complete the self-checks.
• Perform the Task Sheets, Operation Sheets, and Job Sheets until you are confident that
your outputs conform to the Performance Criteria Checklists that follow the said work
sheets.
• Submit outputs of the Task Sheets, Operation Sheets, and Job Sheets to your facilitator
for evaluation and recording in the Achievement Chart. Outputs shall serve as your
portfolio during the Institutional Competency Evaluation. When you feel confident that
you have had sufficient practice, ask your trainer to evaluate you. The results of your
assessment will be recorded in your Achievement Chart and Progress Chart.
You must pass the Institutional Competency Evaluation for this competency before
moving to another competency. A Certificate of Achievement will be awarded to you after
passing the evaluation.

You need to complete this module before you can perform the module on PRACTICE CAREER
PROFESSIONALISM.

Date Compiled: Document No.

DRIVING NC II June 14, 2021 Issued by:
Compiled by: St. Anthony College
Work in Team Ryan Joseph B. Calapan City Inc. Page
Environment Cuasay Revision #00
 BASIC COMPETENCY

COMPETENCY BASED LEARNING MATERIALS

LIST OF COMPETENCIES

No. Unit of Competency Module Title Code

PARTICIPATE IN 500311105
1 Participating in workplace
WORKPLACE
communication
COMMUNICATION

2 WORK IN TEAM
Working in team Environment 500311106
ENVIRONMENT

3 PRACTICE CAREER Practicing career

500311107
PROFESSIONALISM professionalism
PRACTICE
4 Practicing occupational health
OCCUPATIONAL HEALTH 500311108
and safety procedure
AND SAFETY PROCEDURE

Date Compiled: Document No.

DRIVING NC II June 14, 2021 Issued by:
Compiled by: St. Anthony College
Work in Team Ryan Joseph B. Calapan City Inc. Page
Environment Cuasay Revision #00
 MODULE CONTENT

MODULES OF INSTRUCTION

UNIT OF COMPETENCY : Work in Team Environment

MODULE TITLE : Working in Team Environment

MODULE DESCRIPTOR : This module covers the skills, knowledge, and attitudes to identify
role and responsibility as a member of a team

NOMINAL DURATION: 4 hours

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module, the trainee/students must be able to:

LO1. Describe and identify team role and responsibility in a team.

LO2. Describe work as a team member.

ASSESSMENT CRITERIA:

1. Role and objective of the team are identified.

2. Team parameters, relationships and responsibilities are identified.
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.

Date Compiled: Document No.

DRIVING NC II June 14, 2021 Issued by:
Compiled by: St. Anthony College
Work in Team Ryan Joseph B. Calapan City Inc. Page
Environment Cuasay Revision #00
 LEARNING OUTCOME 1

DESCRIBE AND IDENTIFY TEAM ROLE AND RESPONSIBILITY IN A TEAM

CONTENTS:

Team Work
Team Role
Role and responsibilities

ASSESSMENT CRITERIA:

1. Role and objective of the team are identified.

2. Team parameters, relationships and responsibilities are identified.
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.

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

Date Compiled: Document No.

DRIVING NC II June 14, 2021 Issued by:
Compiled by: St. Anthony College
Work in Team Ryan Joseph B. Calapan City Inc. Page
Environment Cuasay Revision #00
 LEARNING EXPERIENCES

LEARNING OUTCOME 1

DESCRIBE AND IDENTIFY TEAM ROLE AND RESPONSIBILITY IN A TEAM

Learning activities Special Instructions

1. Read Information Sheet 2.1-1 If you have some problem on the content of the
on Team Work 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 2.1-1
provided in the module.

Answer self-check for 2.1-1 Refer your answer to answer key 2.1-1

2. Read Information Sheet 2.1-2 If you have some problem on the content of the
on Team Role 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 2.1-2
provided in the module.

Answer self-check for 2.1-2 Refer your answer to answer key 2.1-2
3. Read Information Sheet 2.1-3 If you have some problem on the content of the
on Role and Responsibilities information sheet don’t hesitate to approach your
with team environment facilitator. If you feel that you are now
knowledgeable on the content of the information
sheet, you can now answer self check 2.1-3
provided in the module.

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

Date Compiled: Document No.

DRIVING NC II June 14, 2021 Issued by:
Compiled by: St. Anthony College
Work in Team Ryan Joseph B. Calapan City Inc. Page
Environment Cuasay Revision #00
 INFORMATION SHEET. 2.1-1
BUILDING RELATIONSHIP AND TEAM WORK

Learning Objectives:

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

2. Identify the skills needed for teamwork

What is Team?

A Team is a group of people working together to achieve common objectives and willing to
forego individual autonomy to the extent necessary to achieve those objectives.

A smallest team consists of 2 people and the upper limit can be to the size of the
organization. The whole organization can work as a team if its members develop a common
style of working i.e., constructive and 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

Date Compiled: Document No.

DRIVING NC II June 14, 2021 Issued by:
Compiled by: St. Anthony College
Work in Team Ryan Joseph B. Calapan City Inc. Page
Environment Cuasay Revision #00
team. A team member is willing to forego personal autonomy to the extent necessary to achieve
common objectives, by joining a team one has to limit his freedom to do as he likes.

There cannot be a team without a leader who has ultimate responsibility for deciding the
degree to which autonomy of the team member has to be constrained. He has to exercise his
responsibility in a way that it does not erode the commitment of the team members. He needs
to establish the constraints through a consultation process of problem solving and negotiations.

Skills needed for teamwork

Aside from any required technical proficiency, a wide variety of social skills are desirable for
successful teamwork, including:

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

Date Compiled: Document No.

DRIVING NC II June 14, 2021 Issued by:
Compiled by: St. Anthony College
Work in Team Ryan Joseph B. Calapan City Inc. Page
Environment Cuasay Revision #00
• Communication - For a team to work effectively it is essential team members acquire
communication skills and use effective communication channels between one another
e.g. using email, viral communication, group meetings and so on. This will enable team
members of the group to work together and achieve the teams purpose and goals.

Date Compiled: Document No.

DRIVING NC II June 14, 2021 Issued by:
Compiled by: St. Anthony College
Work in Team Ryan Joseph B. Calapan City Inc. Page
Environment Cuasay Revision #00
 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:

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.

Date Compiled: Document No.

DRIVING NC II June 14, 2021 Issued by:
Compiled by: St. Anthony College
Work in Team Ryan Joseph B. Calapan City Inc. Page
Environment Cuasay Revision #00
Shaper
The shaper is full of drive to make things happen and get things going. In doing
this they are quite happy to push their own views forward, do not mind being challenged
and are always ready to challenge others. The shaper looks for the pattern in discussions
and tries to pull things together into something feasible which the team can then get to
work on.
Plant
This member is the one who is most likely to come out with original ideas and
challenge the traditional way of thinking about things. Sometimes they become so
imaginative and creative that the team cannot see the relevance of what they are saying.
However, without the plant to scatter the seeds of new ideas the team will often find it
difficult to make any headway. The plant’s strength is in providing major new insights
and ideas for changes in direction and not in contributing to the detail of what needs to
be done.
Resource investigator
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.

Date Compiled: Document No.

DRIVING NC II June 14, 2021 Issued by:
Compiled by: St. Anthony College
Work in Team Ryan Joseph B. Calapan City Inc. Page
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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.

Date Compiled: Document No.

DRIVING NC II June 14, 2021 Issued by:
Compiled by: St. Anthony College
Work in Team Ryan Joseph B. Calapan City Inc. Page
Environment Cuasay Revision #00
 INFORMATION SHEET 2.1-3
Team Roles and Responsibilities

Learning objectives:
1. Learn and apply the team roles and responsibilities.
2. Know the specific responsibilities of team members in a team.

Working in groups is a very common phenomenon in the private sector and government
agencies. It is important that each member of a team to not only be an active participant in the
team, but also to be certain that all other team members are contributing members of the team.
There are many ways in which members of a team can contribute. Some may lead with key
concepts; others may supply key details; while others may assist 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.

Date Compiled: Document No.

DRIVING NC II June 14, 2021 Issued by:
Compiled by: St. Anthony College
Work in Team Ryan Joseph B. Calapan City Inc. Page
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 • Share knowledge and expertise and not withhold information.
• Ask questions, even seemingly "dumb" ones. Often the new perspective of
"inexperienced" team members can provide insight.
• Fulfill duties in between meetings.
• Respect the opinions and positions of others on the team, even if the person has an
opposing view or different opinion.

Individual Responsibilities Group Control or Override

Executive 1. Decide who should be invited
Sponsor to subsequent meetings.
1. Defines the team's Charter 2. Request specific meetings
approved by a Strategy which Sponsor should attend
Council which or not attend.
controls/supports cross-
functional 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/kick-off meeting.
6. Introduces team members to
each other.
7. Explains to the team the need
for their contributions and how
their work fits within the
organization as a whole.
8. Reports the progress of the
team to a Strategy Council.
9. Resolves conflicts the team
has with other groups.
10. Clarify whether different
people carry different "weight"
in discussions and decisions.

Date Compiled: Document No.

DRIVING NC II June 14, 2021 Issued by:
Compiled by: St. Anthony College
Work in Team Ryan Joseph B. Calapan City Inc. Page
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Coordinator 1. Agree on how much time to
/Chairperson spend on each topic.
/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 team.
10. Arranges for refreshments
food, travel, lodging, etc. for
team members.

Facilitator 1. Agree on specific meetings

which Facilitator should attend
1. Interrupts the meeting to or not attend.
remind the group about a
process concern.
2. Evaluates norms and methods
used during the meeting.
3. Between meetings, coaches
individual team members.

Date Compiled: Document No.

DRIVING NC II June 14, 2021 Issued by:
Compiled by: St. Anthony College
Work in Team Ryan Joseph B. Calapan City Inc. Page
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 4. Mediates conflict among
individuals within the group.
5. Collects and summarizes
anonymous questionaires
and ballots.

Team 1. Define what precautions are

Members needed to maintain an
1. Notify Coordinator about not appropriate level of
being able to attend a meeting. confidentiality.
2. Bring individual 2. Define rules for members to
calendars/schedules, follow.
distributions received, and
personal notes to the meeting.
3. Bring name tags or name tents
when appropriate.
4. Arrive at meetings prior to the
start time.
5. Help in room setup when
needed.
6. Turn electronics (beepers,
phones, etc.) off tone mode
during meetings.
7. Greet other members of the
team.
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.

Date Compiled: Document No.

DRIVING NC II June 14, 2021 Issued by:
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Work in Team Ryan Joseph B. Calapan City Inc. Page
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 13. Complete assignments
between meetings.
14. Brief members who are
absent.

Timekeeper 1. Stop presentation to "Call the

Question" -- take a vote
1. Brings a timer to meetings. whether to continue.
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).
7. Interrupts group with a "Point
of Order" to announce end of
time.

Scribe 1. Agree on whether items

should be written down or not.
1. Brings large format papers and
dry-erase pens to meetings. The term Minutes of a
2. Puts title and date on each meeting orginates from the
sheet of paper produced by Latin minutus, meaning
the team. “small”, because they are
meant to be short and quick.

Date Compiled: Document No.

DRIVING NC II June 14, 2021 Issued by:
Compiled by: St. Anthony College
Work in Team Ryan Joseph B. Calapan City Inc. Page
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 3. Legibly writes what the group
verbalizes onto flip-chart paper
or white-board.
4. Posts flip-chart paper or white-
board.
5. Ensures that charts match
Notes taken by Note taker.
6. Gives charts to Note taker.

Note taker 1. Agree on whether notes need

to be typed up.
1. Brings blank note paper and 2. Review notes for
writing instruments to mistakes/omissions.
meetings. 3. Agree on whether specific
2. Takes legible notes during entries should be in or out of
team meetings. 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 1. Agree on who should be

invited to the meeting. invited to the meeting.
2. Makes copies for team before, 2. Agree on who is on the team's
during, and after meetings. Distribution List.
3. Maintains the team's 3. Approve who receives the
Distribution List. team's Distribution List.
4. Procures/Provides binders and 4. Agree on binding and
binds papers as needed. distribution methods and
5. Provides copies of the team's styles.
Distribution List.

Date Compiled: Document No.

DRIVING NC II June 14, 2021 Issued by:
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Work in Team Ryan Joseph B. Calapan City Inc. Page
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 6. Ensures that recipients
actually received publications.
7. Brings enough extra copies to
team meetings.

Technician 1. Agree on what the desired

/Facilities environmental conditions.
Manager 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.).
4. Adjusts thermostats as needed
or as anticipated.

Presenter(s) 1. Bring presentation materials 1. Approve the objectives of the

(overhead foils, flip charts, presentation.
etc.) 2. Ask questions only when
2. Make sure equipment appropriate.
operates properly x minutes 3. Provide feedback to
before the start of the meeting. Presenter(s).
3. If new, provide Coordinator
with a statement of
introduction.
4. Request adjustments to
lighting, sound levels, etc.
5. Organize information logically -
- in chunks.
6. Make transitions of topic
logically easy to follow.
7. Define what
important/specialized words
mean.
8. Provide concrete examples
9. Explain why -- reasons for
statements and questions.

Date Compiled: Document No.

DRIVING NC II June 14, 2021 Issued by:
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Work in Team Ryan Joseph B. Calapan City Inc. Page
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 10. Provide written back-up to
verbally presented information.

Date Compiled: Document No.

DRIVING NC II June 14, 2021 Issued by:
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Work in Team Ryan Joseph B. Calapan City Inc. Page
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 LEARNING OUTCOME 2
DESCRIBE WORK AS TEAM MEMBER

CONTENTS :
- Communication process
- Team structure/team roles
- Group planning and decision making

ASSESSMENT CRITERIA :

1. Appropriate forms of communication and interactions are undertaken.

2. Appropriate contributions to complement team activities and objectives are made.
3. Reporting using standard operating procedures is followed.
4. Development of team work plans based from on team are contributed.

CONDITIONS :

The students/ trainees must be provided with the following:

Learning guides
Transparencies

CD’s

METHODOLOGIES:

Group Discussion/ Interaction

Simulation
Demonstration

ASSESSMENT METHODS:

Observation of work activities

Observation through simulation or role play

Date Compiled: Document No.

DRIVING NC II June 14, 2021 Issued by:
Compiled by: St. Anthony College
Work in Team Ryan Joseph B. Calapan City Inc. Page
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 LEARNING EXPERIENCES

LEARNING OUTCOME 2

DESCRIBE WORK AS TEAM MEMBER

Learning activities Special Instructions

1. Read Information Sheet 2.2-1 If you have some problem on the content of the
information sheet don’t hesitate to approach your
on Communication Process
facilitator.
If you feel that you are now knowledgeable on the
content of the information sheet, you can now
answer self check 2.2-1 provided in the module

Answer self-check for 2.2-1 Refer your answer to answer key 2.2-1
If you have some problem on the content of the
2. Read Information Sheet 2.2-2 information sheet don’t hesitate to approach your
on Team Structure/Team Roles facilitator.
If you feel that you are now knowledgeable on the
content of the information sheet, you can now
answer self check 2.2-2 provided in the module

Answer self-check for 2.2-2 Refer your answer to answer key 2.2-2

3. Read Information Sheet 2.2-3 If you have some problem on the content of the
on Role and Responsibilities information sheet don’t hesitate to approach your
with team environment facilitator.
If you feel that you are now knowledgeable on the
content of the information sheet, you can now
answer self check 2.2-3 provided in the module

Answer self-check for 2.2-3 Refer your answer to answer key 2.2-3

Date Compiled: Document No.

DRIVING NC II June 14, 2021 Issued by:
Compiled by: St. Anthony College
Work in Team Ryan Joseph B. Calapan City Inc. Page
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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 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.

Date Compiled: Document No.

DRIVING NC II June 14, 2021 Issued by:
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Work in Team Ryan Joseph B. Calapan City Inc. Page
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 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.

If you’re a Team Member

Communicate, Communicate, and Communicate
If you have a problem with someone in your group, talk to him about it. Letting bad feelings
brew will only make you sour and want to isolate yourself from the group. Not only does it feel
good to get it out, but it will be better for the team in the long run.

Don't Blame Others

People in your group lose respect for you if you're constantly blaming others for not meeting
deadlines. You're not fooling anyone, people know who isn't pulling his weight in a group.
Pointing the finger will only make you look cowardly. Group members understand if you have
a heavy workload and weren't able to meet a deadline. Saying something like, "I'm really
sorry, but I'll get it to you by the end of today." will earn you a lot more respect than trying to
make it seem like it's everyone else's fault that you missed your deadline.

Support Group Member's Ideas

If a teammate suggests something, always consider it – even if it's the silliest idea you've ever
heard! Considering the group's ideas shows you're interested in other people's ideas, not just
your own. And this makes you a good team member. After all, nobody likes a know-it-all.

Date Compiled: Document No.

DRIVING NC II June 14, 2021 Issued by:
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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.

Date Compiled: Document No.

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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.

➢ 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.

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Intra Group Development

The activities considered in team building typically include goal setting, development of
interpersonal relations among team members role analysis to clarify each member’s role and
responsibilities and team process analysis. Of course team building may emphasize or exclude
certain activities depending on the purpose of the development effort and the specific problems
with which the team is confronted. Basically, however team building attempts to use high
interaction among members to increase trust and openness.

It may be beneficial to begin by having members attempt to define the goals and priorities of
the team. This will bring to the surface different perceptions of what the team’s purpose may
be. Following this, members can evaluate the team’s performance – how effective are they in
structuring priorities and achieving their goals? This should identify potential problem areas.
This self critique discussion of means and ends can be done with members of the total present
or, where large size impinges on a free interchange of views, may initially take place in smaller
groups followed up by the sharing of their findings with the total team.

Team building can also address itself to clarifying each member’s role on the team. Each role
can be identified and clarified. Previous ambiguities can be brought to the surface. For some
individuals, it may offer one of the few opportunities they have had to think through thoroughly
what their job is all about and what specific tasks they are expected to carry out if the team is
to optimize its effectiveness.

Inter-group Development

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

Although there are several approaches for improving inter-group relations, a popular method
emphasizes problem solving. In this method, each group meets independently to develop lists
of its perception of itself, the other group, and how it believes the other group perceives it. The
groups then share their list, after which similarities and differences are discussed. Differences
are clearly articulated, and the groups look for the causes of the disparities.

Are the groups’ goals at odds? Were perceptions distorted? On what basis were stereotypes
formulated? Have some differences been caused by misunderstandings of intention? Have
words and concepts been defined differently by each group? Answers to questions like these
clarify the exact nature of the conflict. Once the causes of the difficulty have been identified,
the groups can move to the integration phase – working to develop solutions that will improve
relations between the groups, sub-groups, with members from each of the conflicting groups,
can now be 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.

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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 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:

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.

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 4. Evaluate proposed solutions or courses of action for the purpose of selecting one to be
tested, i.e. test each proposed solution for effectivity of results. For example, using
helicopters to bring food, medicine, and clothing to the people in the flooded areas that
had remained impassable because of high water.
5. Test the selected solution or course of action so as to find out how workable the solution
is.

Types of Group Decision-making

Abstract- Many managers like to believe that they are accomplished in such group
decision-making processes as action planning, goal setting and problem-solving.
However, their ability to implement such techniques effectively is often hindered by their
lack of understanding of the dynamics of these group decision-making processes. As a
result, these managers often end up perpetuating problems that they themselves create
through their insensitivity to the needs of other group members. Hence, instead of
achieving a consensus, such managers only serve their own interests by leading the
group to situations such as decision-making by lack of response or by authority role.
Sometimes, they lead the group toward decision-making by minority rule or by majority
role, as the case might be. The better way to achieve consensus would be for them to
track how decisions are made and ensure that they are achieved by true consultation.

Decision By Lack of Response (The "Plop" Method)

The most common--and perhaps least visible--group decision-making method is that in which
someone suggests an idea and, before anyone else has said anything about it, someone else
suggests another idea, until the group eventually finds one it will act on. This results in shooting
down the original idea before it has really been considered. All the ideas that are bypassed
have, in a sense, been rejected by the group. But because the "rejections" have been simply a
common decision not to support the idea, the proposers feel that their suggestions have
"plopped." The floors of most conference rooms are littered with "plops."

Decision by Authority Rule

Many groups start out with--or quickly set up--a power structure that makes it clear that the
chairman (or someone else in authority) will make the ultimate decision. The group can generate
ideas and hold free discussion, but at any time the chairman may say that, having heard the
discussion, he or she has decided upon a given plan. Whether this method is effective depends
a great deal upon whether the chairman is a sufficiently good listener to have culled the right
information on which to make the decision. Furthermore, if the group must also implement the

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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.

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.

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Second, the minority members often feel that the voting has created two camps within the group
and that these camps are now in a win-lose competition: The minority feels that their camp lost
the first round, but that it is just a matter of time until it can regroup, pick up some support and
win the next time a vote comes up.

In other words, voting creates coalitions, and the preoccupation of the losing coalition is not
how to implement what the majority wants, but how to win the next battle. If voting is to be used,
the group must be sure that it has created a climate in which members feel they have had their
day in court--and where all members feel obligated to go along with the majority decision.

The Better Way

Because there are time constraints in coming to a group decision and because there is no
perfect system, a decision by consensus is one of the most effective methods. Unfortunately, it
is one of the most time- consuming techniques for group decision-making. It is also quite
important to understand that consensus is not the same thing as unanimity. Rather, it is a state
of affairs where communications have been sufficiently open (and the group climate has
been sufficiently supportive) to make everyone in the group feel that they have had their fair
chance to influence the decision. Someone then tests for the "sense of the meeting," carefully
avoiding formal procedures like voting. If there is a clear alternative to which most members
subscribe and if those who oppose it feel they have had their chance to influence, then a
consensus exists. Operationally, it would be defined by the 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.

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"Own" the problem as yours -- and solicit the help of others in solving it, rather than implying
that it's someone else's problem that they ought to solve. Keep in mind that if it were someone
else's problem, they would be bringing it up for discussion.

In the identification phase of problem-solving, avoid references to solutions. This can trigger
disagreement too early in the process and prevent the group from ever making meaningful
progress.

Once there seems to be a fairly clear understanding of what the problem is, this definition should
be written in very precise language. If a group is involved, it should be displayed on a flip chart
or chalkboard.

2. Clarify the Problem. This step is most important when working with a group of people. If the
problem is not adequately clarified so that everyone views it the same, the result will be that
people will offer solutions to different problems. To clarify the problem, ask someone in the
group to paraphrase the problem as they understand it. Then ask the other group members if
they see it essentially the same way. Any differences must be resolved before going any further.

In clarifying the problem, ask the group the following questions: Who is involved with the
problem? Who is likely to be affected? Can we get them involved in solving the problem? Who
legitimately or logically should be included in the decision? Are there others who need to be
consulted prior to a decision?

These questions assume that commitment from those involved (and affected by the problem)
is desirable in implementing any changes or solutions. The best way to get this commitment is
to include those involved and affected by the problem in determining solutions.

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3. Analyze the Cause. Any deviation from what should be is produced by a cause or interaction
of causes. In order to change "what is" to "what is wanted," it is usually necessary to remove or
neutralize the cause in some way. This calls for precise isolation of the most central or basic
cause (or causes) of the problem and requires close analysis of the problem to clearly separate
the influencing from the non-influencing factors.

This is probably an easier process to follow when dealing with problems involving physical
things rather than with interpersonal or social issues. Typically, interpersonal and social
problems are more likely to spring from a dynamic constellation of causes that will be more
difficult to solve if the causes are only tackled one at a time. Still, whether dealing with physical
or social problems, it is important to seek those causes that are most fundamental in producing
the problem. Don't waste energy on causes that have only a tangential effect.

4. Solicit Alternative Solutions To the Problem. This step calls for identifying as many
solutions to the problem as possible before discussing the specific advantages and
disadvantages of each. What happens frequently in problem-solving is that the first two or three
suggested solutions are debated and discussed for the full time allowed for the entire problem-
solving session. As a result, many worthwhile ideas are never identified or considered. By
identifying many solutions, a superior idea often surfaces that reduces or even eliminates the
need for discussing details of more debatable issues. These solutions may be logical attacks at
the cause or they may be creative solutions that need not be rational. Therefore, it is important

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at this step to limit the time spent discussing any one solution and to concentrate instead on
announcing as many as possible.

5. Selecting One or More Alternatives for Action. Before selecting specific alternatives for
action, it is advisable to identify criteria the desired solution must meet. This can eliminate
unnecessary discussion and help focus the group toward the solution (or solutions) that will
most likely work.

At this point, it becomes necessary to look for and discuss the advantages and disadvantages
of options that appear viable. The task is for the group members to come to a mutual agreement
on which solutions to actually put into action. It is desirable for positive comments to be
encouraged (and negative comments to be ignored or even discouraged) about any of the
solutions. One solution should be the best, of course, but none should be labeled as a "bad
idea."

6. Plan for Implementation. This requires looking at the details that must be performed by
someone for a solution to be effectively activated. Once the required steps are identified, it
means assigning these to someone for action: it also means setting a time for completion.

Not to be forgotten when developing the implementation plan: Who needs to be informed of this
action?

7. Clarify the Contract. This is to insure that everyone clearly understands what the agreement
is that people will do to implement a solution. It is a summation and re statement of what people
had agreed to do and when it is expected they will have it done. It rules out possible
misinterpretation of expectations.

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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.

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."

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When entering into problem-solving, remember that it is unlikely that the best solution will be
found on the first attempt. Good problem- solving can be viewed as working like a guidance
system: The awareness of the problem is an indication of being "off course," requiring a
correction in direction. The exact form the correction is to take is what problem-solving is aimed
at deciding. But once the correction (the implemented solution) is made, it is possible that, after
evaluation, it will prove to be erroneous--perhaps even throwing you farther off course than in
the beginning.

If this happens, the task becomes to immediately compute what new course will be effective.
Several course corrections may be necessary before getting back on track to where you want
to go. Still, once the desired course is attained, careful monitoring is required to avoid drifting
off course again unknowingly. Viewing problem-solving in this realistic manner can save a lot
of the frustration that comes from expecting it to always produce the right answers.

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